Exploring the L2 Motivational Self System of Chinese English Language Learners
Wang Zhe1, Azizah Rajab2, Hamdan Said3, Masdinah Alauyah Md Yusof4
1Wang Zhe, School of Education, Faculty of Social Sciences and Humanities Universiti Teknologi Malaysia.
2Azizah Rajab, Language Academy, Faculty of Social Sciences and Humanities Universiti Teknologi Malaysia.
3Hamdan Said, School of Education, Faculty of Social Sciences and Humanities Universiti Teknologi Malaysia.
4Masdinah Alauyah Md Yusof, Language Academy, Faculty of Social Sciences and Humanities Universiti Teknologi Malaysia.
Manuscript received on 02 September 2019 | Revised Manuscript received on 12 September 2019 | Manuscript Published on 23 September 2019 | PP: 962-966 | Volume-8 Issue-5C, May 2019 | Retrieval Number: E11360585C19/19©BEIESP | DOI: 10.35940/ijeat.E1136.0585C19
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© The Authors. Blue Eyes Intelligence Engineering and Sciences Publication (BEIESP). This is an open access article under the CC-BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/)
Abstract: L2 motivation research has witnessed great development during recent decades. To re-conceptualize, the ‘integrativeness’ of the traditional socio-educational model, Dörnyei (2005) proposed the L2 motivational self system for better understanding and predicting L2 motivation. Therefore, the theory of Dornyei’s L2 Motivational Self System was employed to investigate the English learning motivation of L2 learners in China context by conducting a qualitative study. The data were collected from eight Chinese university students by semi-structured interviews. It revealed that the ideal L2 self, ought-to L2 self and L2 learning experience all contributed to the intended learning efforts of L2 learners. Overall, the current study provided empirical and qualitative evidence to support the construct of Dörnyei’s L2 Motivational Self System in China context.
Keywords: Motivation, Ideal L2 Self, L2 Motivational Self System.
Scope of the Article: Social Sciences