Introduction: The acquisition of a second language has consistently emerged as a fundamental concern among students globally, paralleled by the enduring significance of motivation for second language learning. The primary objective of this study was to examine the intricate interplay between the motivational dimensions of the L2 self-system, encompassing the ideal L2 self, ought-to L2 self, and L2 learning experience, and their potential impact on the attainment test scores of Iranian pre-intermediates and intermediate EFL learners. By exploring the correlation between these specific motivational factors and the learners' test performance, the study shed light on the nuanced dynamics and significance of these motivational constructs within Iran's distinct cultural and educational context.
Methodology: A descriptive correlational study was explicitly devised to ascertain the correlation between the L2 motivational self-system and the attainment test scores of Iranian pre-intermediates and intermediate EFL learners. A total of 150 students, encompassing both males and females, aged between 18 and 29 years, representing various academic disciplines, participated in this study conducted at the IAU East Tehran Branch in Iran. Ryan's (2009) Motivational Factors Questionnaire (MFQ) was given to the participants. The study involved the analysis of 21 items pertaining to ought-to L2 self, ideal L2 self, and L2 learning experience.
Results: Adopting multiple regression analysis, the researchers discovered that the ideal L2 self and L2 learning experience were noteworthy predictors significantly impacting the attainment test scores. However, ought-to L2 self could not significantly predict the attainment test scores.
Conclusion: By virtue of the valuable implications engendered by the findings of this study, they confer upon L2 pedagogy a distinctive advantage, empowering instructors with the capacity to promote the students' ideal L2 self-concept, thereby optimizing their learning experience.
