L2 self of Omani college and university students: An exploration on L2 Learning Experience

Abstract

Most studies on L2 Motivational System focus on the ideal and ought-to self-guides leaving the L2 Learning Experience (L2LE) behind in that insufficient empirical information about it exists. The present study is a follow up study of Cruz and Shabibi (2019) to report on the L2 Motivational Self System of Omani college students; thus, a classification of the L2LE with respect to the learning context of Omani college students was developed. It specifically seeks to know which aspects of the students‟ L2LE make an impact on their L2 motivation. Through the data obtained from 294 Omani college and university students, it was found that the Omani college and university students make use of their ideal self and L2LE more than the ought-to self. Statistical data found positive correlations between the L2 self-guides and L2LE components. It was also found that the formal and informal education are tantamount to being sources of L2 motivation for Omani students. Theoretical and pedagogical implications on the L2LE are also offered in the study.

Underprivileged Students’ Second Language Motivation: Cases of Three Highly-Motivated Non-English Major Students

“…Several previous studies exploring second language motivation through the lens of the L2 Motivational Self System employed quantitative methods (e.g. Brady, 2019;Cruz et al, 2019;Lai & Aksornjarung, 2018;Lathif, 2017;Roshandel, et al, 2018;Wongthong & Patanasorn, 2017). Kormos & Kiddle (2013) studied the role of socio-economic factors in English learning motivation in Chile by means of a survey questionnaire and found that social class had an effect on motivational factors.…”