L2 motivational self-system as predictors of out-of-class willingness to communicate

Zulkepli, Noraini

doi:10.17263/jlls.851017

Cited by 5 publications

(7 citation statements)

References 28 publications

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“…Also, the Ideal L2 Self perceived by students has a primary role in encouraging their speaking in English with international friends or colleagues. These findings are in line with previous studies (e.g., Dörnyei, 2010;Lee & Lee (2020); Zulkepli (2020); & Kanat-Mutluoğlu's ( 2016)) highlighting the valuable role of the Ideal L2 Self. Similarly, the results reveal that most students have found the ideal L2 Self an effective tool to enhance their speaking during class activities to express themselves.…”

Section: Discussionsupporting

confidence: 92%

“…Furthermore, Zulkepli (2020) emphasized that the Ideal Self was the stronger predictor of participants' out-of-class WTC, in line with Kanat-Mutluoğlu's (2016) study, which indicated that the Ideal L2 Self was the best predictor of L2 WTC. Besides, Öz (2016) and Mehmet (2020) conducted studies on Turkish university students majoring in English as a foreign language.…”

Section: Ideal L2 and Wtcsupporting

confidence: 72%

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The Role of Ideal L2 Self in Motivating Students to Verbally Communicate in L2 Speaking Classes

Alzabidi¹,

Khadawardi²

2022

IJELE

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EFL (English as a Foreign Language) learners' willingness to verbally communicate in language speaking classes remains an intriguing issue for many advanced learners. Many preparatory year students in Saudi Arabia exhibit low levels of willingness to communicate (WTC) in a second language (L2) classroom context, where English is used as a medium of instruction. This study aims to highlight the issue by investigating the Saudi female EFL preparatory year students' willingness to verbally communicate in L2 speaking classes, focusing on the Ideal L2 Self as a higher/ individual factor of the motivation self-system. The study used a quantitative method consisting of a questionnaire instrument to determine the correlation between the Ideal L2 Self and willingness to communicate. The questionnaire was electronically administered to 123 participants, and the data collected were analyzed statistically. The findings of the study show a significant moderated correlation between students' WTC and their Ideal L2 Self. Furthermore, the results reveal that relating the Ideal L2 Self to speaking classes positively affects students' willingness to communicate verbally in the Saudi context, especially if they recognize their Ideal L2 Self early. Therefore, the study attempts to offer an insight into the impact of the Ideal L2 Self in enhancing EFL students' willingness to verbally communicate using English in L2 speaking classes and construct a meaningful difference in teaching EFL speaking skills.

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Section: Discussionsupporting

confidence: 92%

Section: Ideal L2 and Wtcsupporting

confidence: 72%

The Role of Ideal L2 Self in Motivating Students to Verbally Communicate in L2 Speaking Classes

Alzabidi¹,

Khadawardi²

2022

IJELE

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“…This study supports these findings in that participants gave higher ratings to their L2E and WTC when they possessed a more highly developed Ideal Self. The result that higher ratings of the Ideal Self, in particular, predicted WTC ratings supports a link between a more highly developed Ideal Self and WTC, a link also found in several other studies (Joe et al., 2017; Lee & Lu, 2021; Peng, 2015; Zulkepli, 2020). Employing visualization techniques designed to develop the Ideal Self within students in the classroom may be a way programs can help language learners look beyond externally imposed or utilitarian motivations and focus on their personal connection to their TL (Mackay, 2019) while potentially increasing their WTC.…”

Section: Discussionsupporting

confidence: 86%

Going above and beyond: Motivations of L2 German learners to (dis)continue language study

Wadas,

Goetze,

Jackson

2024

Die Unterrichtspraxis

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Second‐language (L2) learner motivation has been a thriving subfield within L2 acquisition research for decades, particularly since the development of the L2 Motivational Self System (L2MSS), a multi‐faceted motivational theory. This survey‐based study examines (1) whether L2MSS facets differ between students intending to continue (or discontinue) learning German past the language requirement and (2) whether any relationship exists between the different selves within the L2MSS, students’ L2 Learning Experience (L2E), and their Willingness to Communicate (WTC). Third‐semester learners’ mean ratings of their Ideal Self, Anti‐Ought‐To Self, WTC, and Attitudes Toward the L2 Community were significantly higher among students intending to continue German study beyond the language requirement (N = 28) than those discontinuing study (N = 46). Multiple regression analyses predicted a positive effect of the Ideal Self on ratings of both L2E and WTC. Qualitative analysis revealed themes of fear and positive attitudes toward the German language/culture among learners intending to continue German study, while non‐continuers predominantly mentioned the language requirement. Both continuers and non‐continuers mentioned the concrete and abstract utility of language learning as an additional motivation. The implications of these results for student recruitment and retention in German language programs are discussed.

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“…Munezane (2013) was the first researcher who tested the path between the ILS and L2 WTC and approved Dörnyei's (2005) hypothesis. Ever since, various studies have lent further support to the relationship between L2MSS components and L2 WTC (see Munezane, 2015Munezane, , 2016Darling and Chanyoo, 2018;Zulkepli, 2020).…”

Section: L2 Motivational Self-systemmentioning

confidence: 97%

The Role of L2 Motivational Self System and Grit in EFL Learners’ Willingness to Communicate: A Study of Public School vs. Private English Language Institute Learners

2022

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Learning a second language (L2) is analogous to a journey replete with setbacks and discouragements. Given the pivotal role of communication in L2 learning, researchers have set out to identify factors that may influence L2 learners’ willingness to communicate (L2 WTC). To this end, the present comparative study attempts to investigate the role of the L2 motivational self-system and grit in learners’ L2 WTC in two different educational settings: public schools and private language institutes. L2 motivational self-system includes ideal L2 self (ILS) and ought-to L2self (OLS). Grit also comprises two lower-order constructs: perseverance of effort (POE) and consistency of interest (COI), which are examined separately in this study. The data collected through an online survey from 308 participants were analyzed using the Mann Whitney u-test, Spearman’s rho, and multiple regression analysis. The results revealed a stronger ILS, POE, and a higher level of WTC among language institute learners. In contrast, public school students showed stronger OLS and lower levels of WTC. Moreover, unlike its counterpart, COI did not display a significant correlation or predictive power with/over L2 WTC in either context. The findings suggest that low levels of ILS and lack of POE can lead to lower levels of L2 WTC.

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L2 motivational self-system as predictors of out-of-class willingness to communicate

Cited by 5 publications

References 28 publications

The Role of Ideal L2 Self in Motivating Students to Verbally Communicate in L2 Speaking Classes

The Role of Ideal L2 Self in Motivating Students to Verbally Communicate in L2 Speaking Classes

Going above and beyond: Motivations of L2 German learners to (dis)continue language study

The Role of L2 Motivational Self System and Grit in EFL Learners’ Willingness to Communicate: A Study of Public School vs. Private English Language Institute Learners

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