Keywords
self-determination theory
L2 motivational self system
L2 proficiency
structural equation modeling
How to Cite
Number of views: 1732
Number of downloads: 1433
Abstract
This study empirically compares two often-utilized motivation theories in L2 studies: self-determination theory and the L2 motivational self system. It also examines the relationships among their motivational constructs, learners’ intended L2 learning effort, and L2 proficiency. While a number of studies have utilized these models in order to examine second language learners’ motivation, there has not been a thorough comparison of the two. Furthermore, while many studies have demonstrated the structural relationships between the motivational constructs of the two theories and the learner’s self-reported amount of effort, fewer studies have examined their L2 achievement. The results of this study indicated that the constituents in the two theories are correlated as predicted. Furthermore, while internalized types of motivation in self-determination theory predicted intended learning effort, which then led to L2 proficiency, the strength of the ideal L2 self was much weaker than the L2 learning experience, unlike what is argued in the theory.
Funding
the English instructors who cooperated with us in conducting the study
the anonymous reviewers
the Editor
References
Arbuckle, J. L. (2014). Amos 23.0 User’s Guide. Chicago: IBM SPSS.
Bentler, P. M., & Bonett, D. G. (1980). Significance tests and goodness-of-fit in the analysis of covariance structures. Psychological Bulletin, 88, 588-606.
Bollen K. A., & Stine R. A. (1993). Bootstrapping goodness-of-fit measures in structural equation models. In K. A. Bollen & J. S. Long (Eds.), Testing structural equation models (pp. 111-135). Newbury Park: Sage.
Csizér, K., & Lukács, G. (2010). The comparative analysis of motivation, attitudes and selves: The case of English and German in Hungary. System, 38, 1-13.
Deci, E. L., & Ryan, R. M. (Eds.). (2002). Handbook of self-determination research. Rochester, NY: University of Rochester.
Deci, E. L., Vallerand, R. J., Pelletier, L. G., & Ryan, R. M. (1991). Motivation and education: The self-determination perspective. Educational Psychologist, 26(3 & 4), 325-346.
Dörnyei, Z. (2009). The L2 motivational self system. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 9-42). Clevedon: Multilingual Matters.
Dörnyei, Z. (2019). Towards a better understanding of the L2 Learning Experience, the Cinderella of the L2 Motivational Self System. Studies in Second Language Learning and Teaching, 9, 19-30.
Dörnyei, Z., & Ushioda, E. (2011). Teaching and researching motivation (2nd ed.). London – New York: Routledge.
Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. London: Edward Arnold.
Higgins, E. T. (1987). Self-discrepancy: A theory relating self and affect. Psychological Review, 94, 319-340.
Hiromori, T. (2006). Theory and practice to improve foreign language learners. Tokyo: Taga.
Hu, L., & Bentler, P. M. (1999). Cutoff criteria in fix indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1-55.
Kong, J. H., Han, J. E., Kim, S., Park, H., Kim, Y. S., & Park, H. (2018). L2 motivational self system, international posture and competitiveness of Korean CTL and LCTL college learners: A structural equation modeling approach. System, 72, 178-189.
Konno, K. (2011). The relationship between L2 selves, intrinsic/extrinsic motivation and motivated behavior of Japanese EFL learners. ARELE, 22, 345-360.
Kormos, J., & Csizér, K. (2008). Age-related differences in the motivation of learning English as a foreign language: Attitudes, selves, and motivational leaning behavior. Language Learning, 58, 327-355.
Kormos, J., & Csizér, K. (2014). The interaction of motivation, self-regulatory strategies, and autonomous learning behavior in different learner groups. TESOL Quarterly, 48(2), 275-299.
Kormos, J., Kiddle, T., & Csizér, K. (2011). Systems of goals, attitudes, and self-related beliefs in second-language-learning motivation. Applied Linguistics, 32(5), 495-516.
Markus, H. R., & Nurius, P. (1986). Possible selves. American Psychologist, 41, 954-969.
Marsh, H. W., & Hocevar, D. (1985). Application of confirmatory factor analysis to the study of self-concept: First- and higher-order factor models and their invariance across groups. Psychological Bulletin, 97(3), 562-582.
Nishida, R. (2013). The L2 ideal self, intrinsic/extrinsic motivation, international posture, willingness to communicate and can-do among Japanese university learners of English. Language Education & Technology, 50, 47-63.
Noels, K. A. (2001). Learning Spanish as a second language: Learners’ orientations and perceptions of their teachers’ communication style. Language Learning, 51, 107-144.
Noels, K. A., Clément, R., & Pelletier, L. G. (1999). Perceptions of teachers’ communicative style and students’ intrinsic and extrinsic motivation. Modern Language Journal, 83, 23-34.
Noels, K. A., Pelletier, L. G., Clément, R., & Vallerand, R. J. (2000). Why are you learning a second language? Motivational orientations and self-determination theory. Language Learning, 50(1), 57-85.
Pae, T. (2008). Second language orientation and self-determination theory: A structural analysis of the factors affecting second language achievement. Journal of Language and Social Psychology, 27, 5-27.
Papi, M. (2010). The L2 motivational self system, L2 anxiety, and motivated behavior: A structural equation modeling approach. System, 38(3), 467-479.
Papi, M., Bondarenko, A. V., Mansouri, S., Feng, L., & Jiang, C. (2019). Rethinking L2 motivation research: The 2X 2 model of L2 self-guides. Studies in Second Language Acquisition, 41(2), 337-361.
Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. New York: The Guilford Press.
Ryan, S. (2009). Self and identity in L2 motivation in Japan: The ideal L2 self and Japanese learners of English. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 120-143). Clevedon: Multilingual Matters.
Self-Determination Theory (2020, March 24). http://selfdeterminationtheory.org/
Shaikholeslami, R., & Khayyer, M. (2006). Intrinsic motivation, extrinsic motivation, and learning English as a foreign language. Psychological Reports, 99(3), 813-818.
Sugita McEown, M., Noels, K. A., & Chaffee, K. E. (2014). At the interface of the socio-educational model, self-determination theory and the L2 motivational self system models. In K. Csizér, & M. Magid (Eds.), The impact of self-concept on language learning (pp. 19-50). Bristol: Multilingual Matters.
Taguchi, T., Magid, M., & Papi, M. (2009). The L2 motivational self system among Japanese, Chinese, and Iranian learners of English: A comparative study. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 43-65). Clevedon: Multilingual Matters.
Teimouri, Y. (2017). L2 selves, emotions, and motivated behaviors. Studies in Second Language Acquisition, 39(4), 681-709.
Ueki, M., & Takeuchi, O. (2012). Validating the L2 motivational self system in a Japanese EFL context: The interplay of L2 motivation, L2 anxiety, self-efficacy, and the perceived amount of information. Language Education & Technology, 49, 1-22.
Vallerand, R., & Bissonnette, R. (1992). Intrinsic, extrinsic, and amotivational styles as predictors of behavior: A prospective study. Journal of Personality, 60, 599-620.
Wong, Y. K. (2018). Structural relationships between second-language future self-image and the reading achievement of young Chinese language learners in Hong Kong. System, 72, 201-214.
Yashima, T. (2009). International posture and the ideal L2 self in the Japanese EFL context. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 144-163). Clevedon: Multilingual Matters.
Yashima, T., Nishida, R., & Mizumoto, A. (2017). Influence of learner beliefs and gender on the motivating power of L2 selves. Modern Language Journal, 101(4), 691-711.
You, C., Dörnyei, Z., & Csizér, K. (2016). Motivation, vision, and gender: A survey of learners of English in China. Language Learning, 66(1), 94-123.
License
1.1 The Author hereby warrants that he/she is the owner of all the copyright and other intellectual property rights in the Work and that, within the scope of the present Agreement, the paper does not infringe the legal rights of another person. The owner of the copyright work also warrants that he/she is the sole and original creator thereof and that is not bound by any legal constraints in regard to the use or sale of the work.
1.2. The Publisher warrants that is the owner of the PRESSto platform for open access journals, hereinafter referred to as the PRESSto Platform.
2. The Author grants the Publisher non-exclusive and free of charge license to unlimited use worldwide over an unspecified period of time in the following areas of exploitation:
2.1. production of multiple copies of the Work produced according to the specific application of a given technology, including printing, reproduction of graphics through mechanical or electrical means (reprography) and digital technology;
2.2. marketing authorisation, loan or lease of the original or copies thereof;
2.3. public performance, public performance in the broadcast, video screening, media enhancements as well as broadcasting and rebroadcasting, made available to the public in such a way that members of the public may access the Work from a place and at a time individually chosen by them;
2.4. inclusion of the Work into a collective work (i.e. with a number of contributions);
2.5. inclusion of the Work in the electronic version to be offered on an electronic platform, or any other conceivable introduction of the Work in its electronic version to the Internet;
2.6. dissemination of electronic versions of the Work in its electronic version online, in a collective work or independently;
2.7. making the Work in the electronic version available to the public in such a way that members of the public may access the Work from a place and at a time individually chosen by them, in particular by making it accessible via the Internet, Intranet, Extranet;
2.8. making the Work available according to appropriate license pattern Attribution 4.0 International (CC BY 4.0) as well as another language version of this license or any later version published by Creative Commons.
3. The Author grants the Publisher permission to reproduce a single copy (print or download) and royalty-free use and disposal of rights to compilations of the Work and these compilations.
4. The Author grants the Publisher permission to send metadata files related to the Work, including to commercial and non-commercial journal-indexing databases.
5. The Author represents that, on the basis of the license granted in the present Agreement, the Publisher is entitled and obliged to:
5.1. allow third parties to obtain further licenses (sublicenses) to the Work and to other materials, including derivatives thereof or compilations made, based on or including the Work, whereas the provisions of such sub-licenses will be the same as with the Attribution 4.0 International (CC BY 4.0) Creative Commons sub-license or another language version of this license, or any later version of this license published by Creative Commons;
5.2. make the Work available to the public in such a way that members of the public may access the Work from a place and at a time individually chosen by them, without any technological constraints;
5.3. appropriately inform members of the public to whom the Work is to be made available about sublicenses in such a way as to ensure that all parties are properly informed (appropriate informing messages).
6. Because of the royalty-free provision of services of the Author (resulting from the scope of obligations stipulated in the present Agreement), the Author shall not be entitled to any author’s fee due and payable on the part of the Publisher (no fee or royalty is payable by the Publisher to the Author).
7.1. In the case of third party claims or actions for indemnity against the Publisher owing to any infractions related to any form of infringement of intellectual property rights protection, including copyright infringements, the Author is obliged to take all possible measures necessary to protect against these claims and, when as a result of legal action, the Publisher, or any third party licensed by the Publisher to use the Work, will have to abandon using the Work in its entirety or in part or, following a court ruling in a legal challenge, to pay damages to a third party, whatever the legal basis
7.2. The Author will immediately inform the Publisher about any damage claims related to intellectual property infringements, including the author’s proprietary rights pertaining to a copyrighted work, filed against the Author. of liability, the Author is obliged to redress the damage resulting from claims made by third party, including costs and expenditures incurred in the process.
7.3. To all matters not settled herein provisions of the Polish Civil Code and the Polish Copyright and Related Rights Act shall apply.