Why am I learning English? Spanish EFL sports science university students´ motivational orientations through the prism of the L2 motivational self system

Abstract

The study explores the motivational profiles of Spanish EFL sports science university students from the second language (L2) motivation self system (L2MSS) perspective to ultimately support Spanish higher institutions´ plans committed to improving employability and competitiveness. The study analyzes the relationships between L2 motivation, L2 proficiency, gender, and L2 contextual variables using data from 196 English as a foreign language (EFL) sports science university students. The data reveal that the ideal L2 self construct stands out as the most salient and powerful factor, while the ought-to and rebellious L2 selves are less significant and there are items loading on both of them at the same time. Thus, higher means for the ideal L2 self motivation correspond to higher levels of L2 proficiency and are supported by L2 learning contextual variables. The strongest ought-to L2 self was registered in students with mid-low L2 proficiency and a lack of L2 learning experiences. Meanwhile, the rebellious L2 self is clearly distinguishable only for students with high L2 proficiency. Pedagogical and curricular implications of these findings are that the ideal and the rebellious L2 selves could positively predict students´ L2 proficiency. Thus, new dynamics of education should explore language teaching methodologies that are more likely to enhance students´ ideal and rebellious L2 selves.

Motivation Profile of Education Degree Students in English Language Learning

“…Further correlational research with the language proficiency levels is required to delve into possible reasons for these findings. According to Bobkina et al (2021), the English proficiency level must be contemplated as a variable, which influences the motivation profile in Spanish undergraduate students.…”

“…In their correlational analysis to validate L2MSS construct in Japan, China, and Iran, Taguchi et al (2009) found a substantial correlation between instrumentality promotion and the ought L2 self, which not only reflect the current situation in these countries, but also contemplate the cultural aspects. In their recent study with sports science university students in Spain, Bobkina et al (2021) concluded that the ought L2 self was the strongest in low intermediate students. Thus, it seems that language level can also influence one's motivation towards ELL.…”

“…The current view on motivation in SLL is greatly influenced by Dörnyei's L2MSS (2005). The research to validate this L2MSS framework was carried out in many countries all over the world (Liu & Oga-Baldwin, 2022;Martinovic & Burec, 2021;Pack et al, 2022;Taguchi, 2009), however, research carried out in Spain with the L2MSS framework is scarce (Bobkina et al, 2021;Brady, 2019;Lahuerta, 2014;Sandu et al, 2020).…”

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

“…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).…”

“…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.…”