Effects of the L2 Motivational Self System and Individual Variables on L2 Writing Motivation (Poster 21)

• In Event: Thursday Poster Session 2:30 pm
  In Poster Session: Learning and Motivation in Social and Cultural Contexts 1

Abstract

The emphasis of the present study is two-fold: (a) to identify the relationships between second language (L2) students’ writing motivation and the three components within the L2 motivational self system (the ideal L2 self, the ought-to L2 self, and the L2 learning experience) and (b) to examine students’ individual variables with a focus on motivational factors within the L2 motivational self system. The sample for this study included 974 Korean university students enrolled in English language writing courses at five Korean universities. For comparison, the students were divided into a low-proficiency group and a high-proficiency group based on both self-assessments and their instructors’ assessments of their abilities to write in English.

Authors

• Hyewon Lee, University of Georgia

• Robert Maribe Branch, University of Georgia