The L2 Motivational Self System and L2 Achievement: A Study of Saudi EFL Learners

Abstract

The research reported in this article explores the relationship between Dörnyei's (2005, 2009) Second Language Motivational Self System (L2MSS) and the L2 proficiency level of Saudi learners of English as a foreign language (EFL). Male and female participants (N = 360) responded to a questionnaire relating to the main components of L2MSS, the ideal L2 self, the ought‐to L2 self, and the L2 learning experience, as well as learners’ intended learning efforts. The participants’ L2 proficiency was then measured with an EFL reading and writing test. Descriptive and inferential analyses of the collected data revealed—as expected—that the components of the L2MSS were a good predictor of the learners’ intended learning efforts. However, the study also established that in this learner population these components were not consistently correlated with L2 achievement. The findings can be treated as evidence that self‐reported motivation does not always have behavioral consequences.

Blackboard as a Motivator for Saudi EFL Students: A Psycholinguistic Study

“…Motivation has been sought and techniques have been tried in Saudi Arabia with fruitful outcomes. Alshahrani (2016), Alshehri (2009), and Moskovsky et al (2016) investigated the validity of the motivational self-system in Saudi Arabian EFL context. Mahdi (2015) developed strategies to motivate reluctant students and Al-Zubairy (2012) studied integrative and instrumental motivation.…”

Unconscious motivation. Part II: Implicit attitudes and L2 achievement

“…In the few exceptions that did include a form of L2 achievement (e.g., Dörnyei & Chan, 2013;Eid, 2008;Kim & Kim, 2011;Lamb, 2012;MacIntyre & Serroul, 2015;Moskovsky et al, 2016), the results are not optimistic. In the two languages they examined, Dörnyei and Chan (2013) reported a relatively strong correlation between the Mandarin ideal L2 self and grades in Mandarin (r = .42), but a weaker correlation between the English ideal L2 self and school grades in English (r = .24), a correlation that is barely higher than the correlation between the English ideal L2 self and Mandarin grades (r = .17).…”

“…In line with the above findings, MacIntyre and Serroul (2015) found "no evidence" (p. 126) that the ideal L2 self is associated with idiodynamic ratings. In at least one study (Moskovsky et al, 2016), the ideal L2 self was a negative predictor of language achievement. Moskovsky et al expressed their surprise that their results "suggest the unusual conclusion that learners with low ideal selves, low [positive L2 learning experience], and low [intended learning effort] are likely to achieve higher scores on L2 proficiency tasks" (p. 649; for further critiques of the ideal L2 self, see Gardner, 2010;Henry & Cliffordson, 2015;Hessel, 2015;Lanvers, 2016;Motha & Lin, 2014;Taylor, 2013, pp.…”

“…A second notable trend in much of the recent L2 motivation literature has been the tendency to avoid using L2 achievement as a criterion measure (e.g., Moskovsky, Assulaimani, Racheva, & Harkins, 2016). This trend may be traced back to Csizér and Dörnyei's (2005) call for "increased theoretical clarity" since "motivation is a concept that explains why people behave as they do rather than how successful their behavior will be" (p. 20; see also Dörnyei, 2001).…”

Towards Plurilingualism: The Future of Foreign Languages in Saudi Arabia

“…With regard to language motivation research in Saudi Arabia, a few studies have applied Dörnyei's (2005) concept of L2 Motivational Self System theory. For example, a study by Moskovsky et al (2016) identified the components of EFL learning motivation (i.e. ideal L2 self, ought-to-self and L2 learner's experience) in relation to learners' intended ef- 2) What language learning orientations underlie the participants' choice of certain foreign languages?…”