Unifying the current self, ideal self, attributions, self-authenticity, and intended effort: A partial replication study among Chinese university English learners

Smith, Sara A.; Foster, Matthew E.; Baffoe-Djan, Jessica Briggs; Li, Zhengjie; Sun, Yu

doi:10.1016/j.system.2020.102377

Cited by 7 publications

(22 citation statements)

References 38 publications

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“…This finding is intriguing. On the one hand, in line with an array of prior studies that reported the significant power of the ideal L2 self in predicting and explaining motivated learning behaviors (Magid, 2009;Kim and Kim, 2014;Smith et al, 2020), it is not surprising that intrinsic interest and a strong self-concept embodied in the construct of the ideal self are more powerful in boosting language learning engagement than extrinsic motivations Ryan, 1985, 2002).…”

Section: Discussion and Implicationmentioning

confidence: 69%

Toward a Better Understanding of Language Learning Motivation in a Study Abroad Context: An Investigation Among Chinese English as a Foreign Language Learners

Yue

Zhao

et al. 2022

Front. Psychol.

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Motivation has been recognized as a vital component in successfully learning a second or foreign language. However, research on language learners’ motivation in a study abroad context requires more attention in an era in which international mobility is becoming a new normal. This study investigated 217 Chinese overseas university students’ L2 motivation during their one-year postgraduate study in the United Kingdom. by examining a range of motivational variables in relation to their motivated English language learning behaviors. Integrating results from both questionnaires and interviews from nine participating students, the study revealed that international posture showed the strongest positive power, followed by the ideal L2 self, in explaining the learners’ willingness to communicate, frequency of communication, and intended learning effort. Additionally, instrumentality and parental encouragement exerted prominent promotional influence in shaping their intended learning effort. However, the ought-to L2 self-displayed a significant negative impact on their L2 learning in this study abroad context, and the role of attitudes toward L2 speakers/community and culture was not evident in this case. The findings shed light on a more comprehensive understanding of L2 motivation in a study abroad context, and offer insightful implications for English as a Foreign Language education in cultivating language learners’ motivation to prepare for study abroad.

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Section: Discussion and Implicationmentioning

confidence: 69%

Toward a Better Understanding of Language Learning Motivation in a Study Abroad Context: An Investigation Among Chinese English as a Foreign Language Learners

Yue

Zhao

et al. 2022

Front. Psychol.

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“…Moreover, Henry and Cliffordson (2017) found that the informal outof-classroom context negatively correlated with learners' learning efforts and weakened their motivation in tarditional classes. By replicating their work in the Chinese context, Smith et al (2020) found that both digital self-authenticity and general authenticity positively predicted Chinese university learners' language efforts. A deeper understanding of the authenticity gap in Iranian EFL context, especially in territory education, needs to be gained.…”

Section: Current Study: Research Model and Hypotheses Developmentmentioning

confidence: 88%

“…Educ. (2024) 9:49 Rahimi, 2023;Smith et al, 2020;Thorsen et al, 2017). Based on these considerations, and recoemndetations we used L2MSS as the theoretical framework and operationalized the its components based on Henry and Cliffordson's (2017) and Smith et al 's (2020) conceptual models as follows:…”

Section: Literature Reviewmentioning

confidence: 99%

“…There have been calls for discovering the discrepancy between language learners' ideal L2 self and current L2 self in different language learning contexts Kangasvieri & Leontjev, 2021;Smith et al, 2020), digital self-authenticity (Rahimi, 2023;Smith et al, 2020) in OLL, extending previous findings in applied linguistics, and psycholinguistics (Rahimi & Cheraghi, 2022;Smith et al, 2020;Wang et al, 2023), exploring the role of language learners' motivation, particularly L2 selves on their language learning behaviors in OLL (Rahimi, 2023;Rahimi & Cheraghi, 2022;Zheng et al, 2018), extending the TAM model with other variables and escalating its explanatory powert in other contexts (Granić, 2022;Granić & Marangunić, 2019), and discovering the role of motivation in shaping language learners' technology acceptance in Computer-Assisted-Language Learning (CALL; Hsu, 2022;Hsu & Lin, 2021;Rahimi, 2023;Wang et al, 2022). We heed these calls by expanding the works by Henry and Cliffordson (2017) and Smith et al (2020) and extending the TAM model with university students' L2 selves in an online language learning context.…”

Section: Current Study: Research Model and Hypotheses Developmentmentioning

confidence: 99%

“…As mentioned earlier, researchers have proposed that ideal L2 self, ought-to L2 self, and L2 learning experience (Dörnyei & Ryan, 2015) serve as the basis for language motivation, particularly in OLL (Rahimi, 2023;Smith et al, 2020). Based on previous studies college students' ideal L2 self is positively correlated with their psychological behaviors, such as self-regulation, learning performance, and effort in online language context (Rahimi & Cheraghi, 2022;Smith et al, 2020;Zheng et al, 2018). Conversely, the ought to L2-self was negatively correlated with university learners' language learning performance and behaviors (Shen et al, 2020).…”

Section: Current Study: Research Model and Hypotheses Developmentmentioning

confidence: 99%

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Exploring the direct and indirect effects of EFL learners’ online motivational self-system on their online language learning acceptance: the new roles of current L2 self and digital self-authenticity

Rahimi,

Mosalli

2024

Asian. J. Second. Foreign. Lang. Educ.

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The impact of students' intrinsic or extrinsic motivations on their future intentions for online language schooling has been widely documented, but further emphasis needs to be placed on examining motivation beyond traditional theories. Thus, the current study sought to pivot the focus from intrinsic and extrinsic motivation to university language learners’ L2 self-identities in shaping their intention to learn language online. Toward this, we extended the technology acceptance model by integrating language learners’ L2 motivational self-system (L2MSS). Accordingly, 422 Iranian territory students who learned language online completed surveys covering language motivation and attitudes toward online language learning. The results of partial least squares structural equation modeling validated that current L2-self and digital self-authenticity can be used as separable subcomponents of L2MSS in the Iranian territory context. Moreover, learners with a higher level of future self-image and current L2 self-description found online learning more useful and easy to use. A further finding revealed an authenticity gap among higher educators since they were more motivated to learn language online than in face-to-face classrooms. Besides introducing a new conceptual framework into the literature, the researchers suggest that as a way of influencing higher education language learners’ intentions towards online language learning, lecturers should uncover language learners’ future ideal selves in advance of attending this online language course and design their language syllabus accordingly. It is also imperative for instructors to encourage students to self-describe their progress during online courses as it influenced their behavioral intention to learn languages online.

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The role of EFL learners’ L2 self-identities, and authenticity gap on their intention to continue LMOOCs: insights from an exploratory partial least approach

Rahimi

2023

Computer Assisted Language Learning

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Unifying the current self, ideal self, attributions, self-authenticity, and intended effort: A partial replication study among Chinese university English learners

Cited by 7 publications

References 38 publications

Toward a Better Understanding of Language Learning Motivation in a Study Abroad Context: An Investigation Among Chinese English as a Foreign Language Learners

Toward a Better Understanding of Language Learning Motivation in a Study Abroad Context: An Investigation Among Chinese English as a Foreign Language Learners

Exploring the direct and indirect effects of EFL learners’ online motivational self-system on their online language learning acceptance: the new roles of current L2 self and digital self-authenticity

The role of EFL learners’ L2 self-identities, and authenticity gap on their intention to continue LMOOCs: insights from an exploratory partial least approach

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