Motivation and Possible Selves: An Interview Study of Taiwanese EFL Learners

Abstract

This article is based on an interview study which the author conducted to conceptualize Taiwanese EFL learners' L2 motivation through using the possible selves framework. Based on this interview study, the recently developed L2 Motivational Self System exerts its explanatory power in the Taiwanese EFL context; the ideal L2 self and the ought-to L2 self are helpful in informing the analysis of student motivation. The ideal L2 self illustrated with empirical evidence corresponds to its theoretical construct proposed by Dornyei (2005). Interestingly, however, the ought-to L2 self found amongst the student interviewees seems inconsistent with the original theoretical concept as it probably contains a mixture of prevention-and promotion-focused instrumentality in studying English. The shaping of the Taiwanese ought-to L2 self by the broader social context will be discussed in this article.Motivation is one of the most important variables of language learning, especially in second language (L2) acquisition. The extent of wanting to learn can make a difference in how willing and successful L2 learners can be. Discussions on L2 motivation theory were once dominated by goal-directed learning orientations in social psychological terms. Language learners would be classified as either integratively-or instrumentally-oriented (Gardner & Lambert, 1972) to achieve a needed proficiency in L2 use for identification with a specific ethnolinguistic group or for pragmatic gains. Over the past decade, this theoretical focus has shifted to a new realm of self and identity in explaining the internal identification process within learners' self-concept to stimulate motivation for L2 competence. Motivation to learn a particular language can be interpreted through inward aspirations towards certain kinds of linguistic, cultural, personal, or professional identities or possible future selves speaking the language fluently.

Reconceptualizing the language motivation of Timorese ELLs in the Philippines

“…In line with this, it is the aim of this paper to extend the inquiry that started in Chen (2012). In particular, the constructs of ideal and ought-to selves were explored in the context of Timorese ELLs to determine the extent of applicability of the L2MSS among these group of ELLs.…”

“…One study that has particular relation to the present study is that of Chen (2012), which made use of the L2MSS to conceptualize Taiwanese EFL learners' motivation in learning English. Based on an interview study of 26 senior high school students, the study inquired into how the L2 Motivational Self System could be applied in the Taiwanese context.…”

“…To this end, Chen (2012) not only outlined the L2MSS of Taiwanese ELLs, but also provided new insights into the content of the ELLs' ideal and ought-to selves. Needless to say, this paper was inspired by the work of Chen (2012) among Taiwanese learners and aims to reconceptualize the L2 motivation of Timorese ELLs previously investigated from the integrativeness lens (Quinto, 2015).…”

“…Consequently, after the introduction of Markus and Nurius' (1986) possible-selves theory, research shifted focus from one that viewed the L2 motivation as the identification of language learners' with others to one that views it as the identification of L2 learners with their future selves, as seen in the emergence of motivation studies made along lines of the possible-selves theory (Chen, 2012;Huang, Hsu & Chen, 2015;Papi & Abdollahzadeh, 2012;Sampson, 2013).…”

A Cross-National Study of Motivation in Language Learning

“…In addition, Chen [22] on her research on motivation and possible selves on Taiwanese EFL learners find seven out of 26 interviewees clarified their future plans in terms of their academic development and/ or their future preferred occupation. Other students were uncertaint about their future self-images since they themselves have different versions of future self-images.…”