Dörnyei's L2 Motivational Self System as a three-component framework for L2 learning motivation¶

Theory · All theories
Evidence · 5 claims (5 for) · 1 study (1 associational), q2 · 1 of 1 report an effect size · 5 claims rest on one study

Description¶

The article presents Dörnyei's (2005) L2 Motivational Self System as a comprehensive framework for L2 learning motivation, derived from Higgins' Self-Discrepancy Theory. It comprises the ideal L2 self, the ought-to L2 self, and L2 learning experience, described as three primary sources of motivation: "the learner's vision of oneself as an effective L2 speaker, the social pressure coming from the learner's environment, and positive learning experiences". The study operationalizes it via ten sub-factors measured with the Persian-version questionnaire validated by Papi (2010).

Design Implications¶

Context¶

Requirements¶

• Measured with a validated multi-subscale questionnaire covering ideal L2 self, ought-to L2 self, and learning-experience-related factors

Constraints¶

• The third component, L2 learning experience, is conceptualized at a different level from the two self-guides as a bottom-up process representing the learning environment

Target Learners¶

• EFL learners in language institutes and universities

Target Learning Objectives¶

• Second/foreign language learning motivation
• L2 self-efficacy

Claims¶

• Ideal L2 self positively and significantly predicts student self-efficacy, generalizing prior qualitative findings quantitatively [+W]
• In the motivational profile of Iranian EFL learners, instrumentality-promotion received the highest mean, followed by ideal L2 self [+W]
• Overall L2 motivation is a significant positive predictor of L2 self-efficacy among Iranian EFL learners [+W]
• Criterion measures, attitudes towards learning English, instrumentality promotion, and ideal L2 self are the strongest predictors of L2 self-efficacy [+W]
• All ten sub-factors of the L2 motivational self-system correlate significantly and positively with L2 self-efficacy [+W]

Related Theories¶

• L2 Motivational Self System — the canonical page for this theory

Examples¶

• Teachers should identify students' motivating factors and design interesting, challenging activities to build L2 self-efficacy

Key Sources¶

• Roshandel, J., Ghonsooly, B., & Ghanizadeh, A. (2018). L2 Motivational Self-System and Self-Efficacy: A Quantitative Survey-Based Study. International Journal of Instruction, 11(1), 329-344. https://doi.org/10.12973/iji.2018.11123a