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

Zhao, Xi; Wei, Xiao; Zhang, Jiajia

doi:10.3390/su14138087

Cited by 9 publications

(8 citation statements)

References 78 publications

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“…The IL2S, OL2S, and L2LE were also found to have a significant effect on English achievement. This finding is in accord with the recent study ( Zhao et al, 2022 ) reporting that L2 proficiency is positively influenced by L2LE and IL2S, but negatively impacted by OL2S. Similarly, the finding is also related to Papi’s study (2010) which revealed that OL2S significantly made L2 learners feel anxious, and the negative effect of anxiousness as a negative emotion on academic performance has been confirmed by several previous studies (e.g., MacIntyre, 1999 ; Gregersen and Horwitz, 2002 ; Horwitz, 2010 ; Dewaele and MacIntyre, 2014 ).…”

Section: Discussionsupporting

confidence: 92%

Connecting foreign language enjoyment and English proficiency levels: The mediating role of L2 motivation

Wang

2023

Front. Psychol.

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To further understand the connections between positive emotions, in particular foreign language enjoyment, second language (L2) motivation, and English achievement, the present study investigated how foreign language enjoyment and L2 motivation contribute to learners’ English achievement and the mediating role of motivation in the pathway. A questionnaire was employed to collect quantitative data from 512 university students learning English as a foreign language (EFL) in China. The results showed that the higher the language proficiency level, the higher the foreign language enjoyment level and the stronger the L2 motivation. Participants reported a significant difference in the private factor of foreign language enjoyment, the ideal L2 self, and the L2 learning experience among different language proficiency groups. Overall, foreign language enjoyment has a positive predictive effect on L2 motivation; however, the influence of different dimensions varies among language proficiency groups. Foreign language enjoyment is a positive predictor of English achievement, and motivation partially mediates this pathway. These findings provided an in-depth profile of foreign language enjoyment and L2 motivation of Chinese EFL learners at different language proficiency levels, highlighting the connections between positive emotion, motivation, and English achievement, and the contribution of foreign language enjoyment and L2 motivation in English learning. Based on these findings, pedagogical implications are suggested for English teaching and learning in Chinese tertiary education.

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Section: Discussionsupporting

confidence: 92%

Connecting foreign language enjoyment and English proficiency levels: The mediating role of L2 motivation

Wang

2023

Front. Psychol.

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“…According to the most recent study by Basir and Kolahi (2022), each component of the L2MSS had no discernible influence on students' academic resilience. Zhao et al (2022) revealed that the ought-to L2 self had a detrimental analytical effect on the learner's academic performance. Then, Martinovic and Buric (2021) discovered that there were no discernible correlations between students' success in language learning and their motivating self-system in an L2.…”

Section: Discussionmentioning

confidence: 99%

“…To collect the data, we disseminated a set of questionnaires on the L2MSS (Dornyei, 2005) to students of a private Islamic boarding school in Malang, Indonesia. This survey instrument was also selected by many scholars (Bobkina et al, 2021;Jiao & Liang, 2022;Lee & Lee, 2019;Zhao et al, 2022) to measure the learners' motivation level in their research study. The L2MSS which was constructed by Dornyei (2005) has been employed in more than 40 research studies (Boo et al, 2015).…”

Section: Data Collection and Analysis Proceduresmentioning

confidence: 99%

“…Anyhow L2 motivation principles have grown, the primary models are the ideal L2 self (the learners' inner desire to be active L2 users), ought-to L2 self (societal burdens occurring from the learners' environs to address the L2), and the second language learning experience (the genuine practice of being involved in the second language learning process). In addition, some professionals (Bobkina, 2021;Liu, 2020) have roughly concerned and demonstrated this framework in frequent EFL contexts, and measured with surveys as well as question and answer sessions (Dornyei & Al-Hoorie, 2017;Liu, 2020;Zhao et al, 2022). These scholars argued that the self-L2 identity worked as a critical responsibility in language learning motivation and showed a positive correlation among the L2MSS, achievement, behavior, and proposed exertion to acquire the target language.…”

Section: Introductionmentioning

confidence: 99%

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Islamic junior high school students’ English proficiency test scores and their L2 motivational self-system: a correlational study

Rifiyani

Mustofa

Ubaidillah

et al. 2023

J. Eng. Foreign. Lang.

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The L2 motivational self-system (L2MSS) has been extensively investigated in multiple contexts. However, few studies have explored its correlation with Islamic junior high English students’ proficiency test results. To fill the void, this study examines the relationship between the L2MSS and English proficiency test scores among Indonesian Islamic junior high school students. Data were garnered quantitatively from 30 students of an Institute for Foreign Language Development at an Indonesian private university through a questionnaire and an English proficiency test and then were analyzed using the SPSS software system. The findings revealed that the correlation between motivation and achievement was statistically insignificant. We obtained the score of three components; ideal L2 self (r = .01, p .05), L2 learning experience (r = -.204, p .05), and ought to L2 self (r = -.343, p .05). The findings suggest that the ideal L2 self showed a very low relationship and the other two demonstrated a negative direction correlation. This study contributes insights into the understanding of the correlation between foreign language learning motivation and its influence on achievement in the Islamic boarding school context. Further research could recruit participants from wider areas with different contexts.

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“…In recent years, the world has witnessed a change not seen for centuries. The outbreak of the COVID-19 pandemic has hindered the sustainable development of second language learning and quality education [42]. This change has made second language learning increasingly complex and uncertain, and traditional theories have made it hard to fully explain students' motivation for second language learning in the new era.…”

Section: Motivation Compositionmentioning

confidence: 99%

Sustainable Development of High School English Learners in China: Motivation and Its Impact on Their English Achievement

Jiao

Fang

2022

Sustainability

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The Sustainable Development Goals (SDGs) cannot be achieved without quality education and the cultivation of innovative and international talents. This study examined high school students’ English learning motivation structure, the differences between male and female students, and the motivational impact on English learning achievement. Participants included 778 high school students (385 boys and 393 girls) from two Chinese high schools in two representative regions. The results showed that the English learning motivation of high school students mainly included four types, namely, intrinsic interest, learning situation, social responsibility, and personal development. Females’ English learning motivation was significantly higher than that of males. Further, intrinsic interest and personal development had a significantly positive impact on English achievement, whereas social responsibility had a significantly negative impact, and learning situation had no significant impact. The above findings contribute to further understanding of the internal structure of second language learning motivation and the influence mechanism of motivation on achievement, which are of great significance to students’ growth and the sustainable improvement in the quality of education.

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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

Cited by 9 publications

References 78 publications

Connecting foreign language enjoyment and English proficiency levels: The mediating role of L2 motivation

Connecting foreign language enjoyment and English proficiency levels: The mediating role of L2 motivation

Islamic junior high school students’ English proficiency test scores and their L2 motivational self-system: a correlational study

Sustainable Development of High School English Learners in China: Motivation and Its Impact on Their English Achievement

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