Forming a clearer image of the ideal L2 self: the L2 Motivational Self System and learner autonomy in a Japanese EFL context

Abstract

Research on the L2 Motivational Self System has drawn considerable attention in Second Language Acquisition. Previous studies have discussed the system itself, its basic concepts and their relationships to such affective variables as anxiety in various L2 learning contexts. The findings of these studies suggest that (1) having a clearer image of one's ideal L2 self might facilitate motivated L2 learning behaviour, (2) affective variables can promote or hinder learners' will to envision their ideal L2 selves, and (3) the system has both theoretical and pedagogical implications for L2 learner autonomy. The present survey study aimed to validate the system among Japanese English as a Foreign Language (EFL) learners in two groups, whose learning contexts made it respectively easier and harder to formulate a clear image of an ideal L2 self. Survey data were analysed using multiple-group structural equation modelling. Results showed that the proposed model fitted both groups, but the relationships among variables in the model were different according to the group. The study also illustrated the dynamic interplay of affective variables (e.g. anxiety, self-efficacy) and the basic tenets of the system thereby providing us with useful insights into L2 learner autonomy.

Relations Among L2 Learning Motivation, Language Learning Anxiety, Self-efficacy and Family Influence: A Structual Equation Model

“…Therefore, the role of family cannot be neglected. Although Ueki and Takeuchi (2013) indicated that others' influence was a predictor of the ought-to L2 self, the present study specifically revealed family influence to be the predictor of not only the OLS but also the ILS and LLE.…”

“…The strong effect of family influence revealed that all three subcategories of the L2MSS were influenced by the participants' family members. The results somewhat diverged from previous studies (Csizér & Kormos, 2009;Taguchi et al, 2009;Ueki & Takeuchi, 2013). Taguchi et al (2009) considered family influence to be a factor affecting the ought-to L2 self, and Ueki and Takeuchi (2013) considered other people's influence to be the factor contributing to ought-to L2 self.…”

“…Papi (2010) reported that the ILS was negatively, whereas the OLS was positively related to L2 anxiety. In line with the aforementioned research, Ueki and Takeuchi (2013) found the similar interaction of the self-guides between the L2MSS and L2 anxiety. Speaking of the measurement tool for anxiety in language learning, the Foreign Language Classroom Anxiety Scale (FLCAS) developed by Horwitz (1991) is most utilized.…”

“…Some studies have discussed self-efficacy in association with learners' achievement (Asakereh & Dehghannezhad, 2015;Johnson, 2017;Khodadad & Kuar, 2016;Lee, Bong, & Kim, 2014), L2 anxiety (Sparks & Patton, 2013), self-regulatory strategy (Cohen, 2012;Nelson & Manset-Williamson, 2006), and goal setting (Akama, 2006;Brusso & Orvis, 2013;Jawahar & Elango, 2001). Apart from Ueki & Takeuchi (2013), few studies have explored the relationships between the L2MSS and self-efficacy. The related studies are relatively rare in the EFL context.…”

College Students’ Possible L2 Self Development in an EFL Context during the Transition Year

“…(Dörnyei & Chan, 2013, p. 439) The L2 Motivation Self System has been the basis of several studies in Iran, China, Singapore, Japan, South Korea, and Pakistan. Some of the studies aimed to validate the L2 Motivational Self System (e.g., T. Kim & Y. Kim, 2014;Magid, 2014;Papi, 2012;Taguchi et al, 2009;Ueki & Takeuchi, 2013). Other studies examined the role of the ideal L2 self in predicting motivated behavior and English learning achievement, and identified its relationship with learning anxiety, gender, and L3 self (e.g., Csizér & Lukács, 2010;Henry, 2009;Papi, 2010).…”