“…They found only a weak correlation between ought-to self and instrumentality prevention (e.g., I have to learn English because I do not want to fail the English course), indicating that it might be inappropriate to list avoiding bad consequences as part of the ought-to L2 self in L2MSS. Another survey of 158 English major undergraduate students in China (Jiang, 2011) reported that the ought-to L2 self subsumed parental encouragement, requirement, and social responsibility (e.g., I learn English in order to let the world know more about China), a facet consistent with the Chinese sense of parental or filial obligation. Jiang (2011) also reported that the English anxiety scale (e.g., I am worried that other speakers of English would find my English strange) was reasonably strongly endorsed, indicating the presence of anxiety among Chinese learners of English.…”