Second language motivational self system of sixth graders in Turkey: A correlational study

Abstract

Investigating the foreign and second language (L2) motivational self system (L2MSS) of Turkish sixth graders, this study reports relationships among three components (ideal L2 self, ought‐to L2 self, and L2 learning experience) of the L2MSS and the variables of school type (public and private), gender, and intended effort. Data were collected from 170 students in two public and two private secondary schools in northwestern Turkey through a questionnaire. The results of correlation analysis indicate a strong positive correlation between ideal L2 self and L2 learning experience, and the variables of school type and gender did not make a difference. Intended effort was found to have a strong positive correlation with these L2MSS components. The results of multiple regression analysis provide further evidence for especially intended effort as a significant predictor of L2MSS, whereas the school type and gender did not contribute to the system. The major implications of the study and future research possibilities are discussed.

Ön Ergenlik Dönemindeki Çocukların Okul Yaşantılarının İncelenmesi

“…Araştırmada devlet okulundaki çocukların toplam puanı, özel okuldaki çocukların puanlarından anlamlı düzeyde yüksek bulunmuştur. Yapılan araştırmalar, Türkiye'de devlet okullarına giden çocukların özel okullara gidenlere göre daha yüksek olumlu yaşantıya sahip olmasını, devlet okullarındaki dil öğrenme deneyimlerinin, sosyal-duygusal davranışların ve eğitim kalitesinin daha iyi olması ile açıklamaktadır (Arslan ve Çiftçi, 2021;Dağ, 2015;Seyahi vd., 2020;Stumm ve Plomin, 2020). Bu nedenlerden dolayı devlet okuluna giden ön ergenlik dönemindeki çocukların okuldaki pozitif yaşantılarının daha yüksek olduğu düşünülmektedir.…”

Capacity for Self-Regulatory Vocabulary Learning and Learning Enjoyment: The Mediating Role of L2 Vocabulary Selves

“…According to Do¨rnyei (2009), ideal L2 self involves the future self-concept/image with the L2 competences that the L2 learner hopes and aspires to have; ought-to L2 self ''concerns [the L2] attributes that one believes one ought to possess to meet expectations and to avoid possible negative outcomes'' (p. 29); L2 learning experience involves contextual factors arising from the reality of L2 learning (Do¨rnyei, 2009). L2MSS has been examined in different L2-learning contexts (e.g., Arslan & C xiftc xi, 2021;Hiver, 2013;Ryan, 2009;Shafiee Rad & Alipour, 2023;Wong, 2020), and the findings suggested that ideal L2 self is a consistently strong predictor of intended efforts (Kormos & Csize´r, 2014;Teimouri, 2017). However, as noted by Al-Hoorie (2018), the relationship between ideal L2 self and L2 achievement is not strong, which could be ascribed to the fact that without the six conditions outlined in the initial conceptualization of L2MSS being satisfied, ideal L2 self does not exert its full motivating power; another reason can be the ambiguity of the items measuring ideal L2 self.…”