The Impact of L2 Motivational Self System and Students’ Perceptions of English Proficiency on Attitudes toward Translanguaging

Abstract

This mixed method study investigated the relationship between L2 motivational self-system, students' perceptions of English proficiency, and attitudes toward translanguaging among Japanese high school students. Participants completed a questionnaire comprising three parts: background information, motivation factors, and attitudes toward language choice. Structural equation modeling (N = 213) and trajectory equifinality approach (N = 1) were used to analyze the data and chart the process of changes in attitudes toward translanguaging. The results showed that students preferred the use of translanguaging in English classes, and the ideal L2 self was a more important factor than the perceptions of English proficiency in predicting attitudes towards English. In addition, the study found that students' perceptions of English proficiency had a negative effect on the attitude toward English-only communication and a positive effect on the attitude toward translanguaging. Analysis, using the trajectory equifinality approach, showed a transformation process in one participant's attitude toward translanguaging.

L2動機自我指引對中國大學efl學習者課堂語言選擇態度之影響

“…A robust "multilingual self" appears to act as a reference for Antony's L2 self-concept. To reach the bi/multilingual self-visualisation, Antony seems to possess more vivid L2 self-images correspondingly (Henry, 2017;Yamagami, 2023) so that the discrepancy between his future L2 selves and current learning status is reduced (Siridetkoon & Dewaele, 2018). As some interviewees' monolingual L2 self-guides were found to be strengthened by their bi/multilingual self-images, learners' deployment of their entire linguistic repertoire might be considered capable of catering for the enhancement of their overall L2 motivation intensity (Henry, 2017;Song & Lin, 2020).…”

“…Integrating L1 into the classroom language has demonstrated pedagogical functions facilitative to both target language learning and teaching (García et al, 2017). It can assist learners in comprehending the target language, reducing language anxiety, and sustaining their engagement in the classroom (Rafi, 2023;Yamagami, 2023;Yuan et al, 2023). Meanwhile, teachers accepting L1 use may find it easier to clarify their instructions, regulate the class, and establish a good rapport with students (Tai, 2023;Tai & Li, 2021).…”

“…A review of the relevant literature suggests a subtle division among learners' CLC attitudes. Some research reported university EFL learners' generally positive attitudes that a strategic incorporation of L1 would be conducive to their target language learning (e.g., Brooks-Lewis, 2009;Yamagami, 2023), whereas students in other studies show concerns that overuse of L1 would exert a negative impact on their exposure to target language (e.g., Almohaimeed & Almurshed, 2018;Tian & Hennebry, 2016). To explain the reasons for such variation, SLA researchers have begun to explore the potential relationship between EFL learners' attitudes towards CLC and individual difference variables, most of which focus on the role of students' target language proficiency level (Lee & Lo, 2017).…”

A Study on Motivation of Second-year Students Enrolling in Math-through-English Teacher Training at a University in Vietnam

“…Furthermore, students are integratively motivated to acquire this second language, according to Nidana's (2017) findings. Yamagami (2023) has explored the relationship between the L2 motivational self-system, students' perceptions of their English proficiency, and their attitudes toward translanguaging in Japanese EFL classrooms that examined this relationship using structural equation modeling (SEM) and analyzed changes in attitudes towards translanguaging by adopting the trajectory equifinality approach (TEA).…”