Comparing self-determination theory and the L2 motivational self system and their relationships to L2 proficiency

Abstract

This study empirically compares two often-utilized motivation theories in L2 studies: self-determination theory and the L2 motivational self system. It also examines the relationships among their motivational constructs, learners’ intended L2 learning effort, and L2 proficiency. While a number of studies have utilized these models in order to examine second language learners’ motivation, there has not been a thorough comparison of the two. Furthermore, while many studies have demonstrated the structural relationships between the motivational constructs of the two theories and the learner’s self-reported amount of effort, fewer studies have examined their L2 achievement. The results of this study indicated that the constituents in the two theories are correlated as predicted. Furthermore, while internalized types of motivation in self-determination theory predicted intended learning effort, which then led to L2 proficiency, the strength of the ideal L2 self was much weaker than the L2 learning experience, unlike what is argued in the theory.

Why am I learning English? Spanish EFL sports science university students´ motivational orientations through the prism of the L2 motivational self system

“…The relationships between the three motivational selves and studentsṕ roficiency were further explored through RQ4, aiming to determine whether the L2MSS framework can be used to predict the level of English proficiency for EFL sports science students. Previous studies have shown that students' L2 motivation has a predictive relationship to L2 proficiency (Islam et al, 2013;Papi, 2010;Rajab et al, 2012;Takahashi & Im, 2020), particularly in the case of the ideal L2 self (Dörnyei & Chan, 2013;Kim & Kim, 2014;Lamb, 2012;Thompson & Erdil-Moody, 2016). As regards the rebellious L2 self, and in line with other studies (Dörnyei & Chan, 2013;Kim & Kim, 2014;Lamb, 2012), this construct did not prove to be a predictor of L2 proficiency.…”

“…It was also observed that students of lower L2 proficiency had a stronger level of the ought-to L2 self, but (in contrast to no statistically significant differences were detected across the outcomes measured. One possible explanation for this discrepancy is that our students could be less sensitive to social pressure if compared to those from Asian countries and thus their ought-to L2 selves play a less prominent role as a motivating factor (Takahashi & Im, 2020;Yu & Geng, 2020).…”

L2 Motivational Self System, International Posture and the Sustainable Development of L2 Proficiency in the COVID-19 Era: A Case of English Majors in China

“…Concerning motivation acts as the driving force behind learning efforts and performance, there has been a growing body of research on the relationship between L2MSS and L2 proficiency. Some studies have examined L2MSS as a whole [28,[59][60][61][62][63][64] and concluded that the L2MSS might lead to an increase in L2 proficiency. Since the three components in L2MSS may not function unidirectionally, some others have zoomed into specific dimensions of L2MSS [9,10,23,26,37,38,51,65,66], most of whom have found that the ideal L2 self and L2 learning experience positively predicted L2 proficiency.…”

Relationship between emotional motivation and academic performance in second language learning

“…In a comparative study of the sociocultural model of self-determination and the ideal selfmotivational system [38], it was found that the ideal self and the learning experience have a positive effect on effort and, therefore, on its linguistic competence. One similarity of our work to the previous study is that the ideal-self and the learning experience are predictors of effort and competence, but not the deontic self.…”