The L2 Motivational Self System and National Interest: A Pakistani perspective

Islam, Muhammad; Lamb, Martin; Chambers, Gary

doi:10.1016/j.system.2013.01.025

Cited by 157 publications

(181 citation statements)

References 20 publications

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“…A considerable amount of literature has been published on Dörnyei's framework since it was first introduced (Lamb, & Chambers, 2013;MacIntyre, MacKinnon, & Clé ment, 2009;Murray, 2011;Papi, 2010;Ryan, 2009;Taguchi, Magid, & Papi, 2009;Yahima 2009). Not only did these studies try to validate the framework of the L2 Motivational Self System but they also investigated it in different contexts and tried to focus on the predictors of the framework.…”

Section: Ideal L2 Selfmentioning

confidence: 99%

The Relationship between Ideal L2 Self and Willingness to Communicate Inside the Classroom

Bursali¹,

Öz

2017

IJHE

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Over the past decades there has been a dramatic increase in academic research on motivation to learn a second or foreign language (L2). The present study tried to investigate the relationship between the ideal L2 self as a motivational variable and willingness to communicate in English (L2 WTC) inside the classroom. Participants were 56 university students majoring in English as a foreign language (EFL) at a private university in Ankara, Turkey. Data were collected using the Ideal L2 Self Scale and Willingness to Communicate inside the Classroom Scale. Findings of descriptive statistics indicated that 32.1% of the participants had high, 30.4% had moderate, and 37.5% had low L2 WTC inside the classroom scores. Findings also revealed a significant relationship between these two constructs noticing the relations at a skills specific level. The implications are discussed to present ideas to language teachers, teacher trainers, and curriculum designers to raise their awareness on the impact of ideal L2 self on willingness to communicate.

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Section: Ideal L2 Selfmentioning

confidence: 99%

The Relationship between Ideal L2 Self and Willingness to Communicate Inside the Classroom

Bursali¹,

Öz

2017

IJHE

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“…e.g. the papers in Dörnyei & Ushioda, 2009, as well as Busse, 2013;Csizér & Lukács, 2010;Henry, 2009Henry, , 2010Henry, , 2011Hiver, 2013;Islam, Lamb, & Chambers, 2013;Kormos, Kiddle, & Csizér, 2011;Lamb, 2012;Magid, 2012;Papi, 2010;Papi & Teimouri, 2012) and the Ideal L2 Self has time and again been found to be a central motivating factor: a focused, personal and realistic vision of a possible future.…”

Section: Vision In the L2 Classroommentioning

confidence: 99%

Directed Motivational Currents: Using vision to create effective motivational pathways

Muir

Dörnyei

2013

SSLLT

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Vision, that is, the mental representation of the sensory experience of a future goal state (involving imagination and imagery), is currently at the forefront of motivational innovation, and in recent years it has been seen increasingly more often in the motivational tool kit of practicing language teachers. Theories such as Dörnyei's L2 motivational self system have explored the power that creating effective visions can harness (see, e.g., Dörnyei & Kubanyiova, 2014) and when viewed in conjunction with other current research avenues, such as future time perspective and dynamic systems theory, vision offers exciting potential. A Directed Motivational Current is a new motivational construct that we suggest is capable of integrating many current theoretical strands with vision: It can be described as a motivational drive which energises long-term, sustained behaviour (such as language learning), and through placing vision and goals as critical central components within this construct, it offers real and practical motivational potential. In this conceptual paper, we first discuss current understandings of vision and of Directed Motivational Currents, and then analyse how they may be optimally integrated and employed to create effective motivational pathways in language learning environments.

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“…Some other studies confirming the relevance of L2 Motivational self system are conducted in Hungry (Csizer and Kormos, 2009), Chile (Kormos, 2011) and Indonesia (Lamb 2012). Another important research endeavor by Islam (2013) conducted in Pakistani context is one of the series that confirms the effectiveness of L2 motivational system and its underlying tenet with their "explanatory power" (Taghuchi, Magid, Papi, 2009) in different foreign language contexts. The theory has also been validated in Saudi Arabian context by Eusafzai (2013) where the strongest predictors of motivation are attitude towards learning English and instrumentality-promotion.…”

Section: L2mentioning

confidence: 89%

“…The status of English language as a foreign or second language in a country may also affect its people's motivation to learn English language. In other words "people's attitude towards their own country and fellow citizens may also be a significant component of their motivation to learn English" (Islam, 2013). One such factor is "International Posture" (2000,2002) which is used by Yashima for the tendency among the Japanese learners to relate to the international community in general rather than any specific English-speaking community.…”

Section: L2mentioning

confidence: 99%

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Analyzing the Relationship between L2 Motivational Selves and L2 Achievement: A Saudi Perspective

Khan¹

2015

IJELT

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The present study aims at exploring the relationship between L2 motivational selves and L2 achievement in Saudi EFL context. The participants of the study are Saudi Foundation Year female students (aged18-20) studying at English Language Institute of King Abdulaziz University, Jeddah. To serve this purpose, Dornyei's (2009) L2 Motivational Self System is utilized as a theoretical framework to find out the relationship between L2 selves (Ideal and ought to), students' intended efforts to learn English, and their achievement (marks obtained in formal exams). This is carried out through the survey in the form of structured questionnaire and semi-structured interview. Moreover, the marks sheet of English language test of the participants is also obtained for this purpose. The analysis of both quantitative and qualitative data reveals that L2 Ideal self highly affects both the motivational level to learn English language and their formal L2 achievement as compared to ought to L2 self which has significant influence only on participants' motivational level i.e. their efforts to learn English (criterion measure). The results of the study are significant enough to generalize, thus, it offers a graphical representation of the relationship between all the variables under discussion. In the end, pedagogical recommendations have been made in order to develop and strengthen L2 ideal selves of the EFL learners.

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The L2 Motivational Self System and National Interest: A Pakistani perspective

Cited by 157 publications

References 20 publications

The Relationship between Ideal L2 Self and Willingness to Communicate Inside the Classroom

The Relationship between Ideal L2 Self and Willingness to Communicate Inside the Classroom

Directed Motivational Currents: Using vision to create effective motivational pathways

Analyzing the Relationship between L2 Motivational Selves and L2 Achievement: A Saudi Perspective

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