Motivational Selves of Second Language Learners Across Different Study Stages and Learning Contexts

• In Event: 58.082 - Roundtable Session 25
  In Roundtable Session: 58.082-2 - Examining Motivation and Investment in L2 Research

Abstract

The possible motivational self-identities among successful Chinese learners of English were examined when they were learning English in China (i.e., English as a Foreign Language--EFL) and overseas (i.e., English as a Second Language--ESL) contexts. Retrospective case study analysis of 20 PhD students from China revealed that both ‘dreaded L2 self’ and ‘ideal L2 self’ were part of the students’ motivational self-identities for learning English. Fifteen participants (d=1.33) experienced motivational self-identity change across ESL and EFL contexts. The difference in distribution of Ideal self and Dreaded self in K-12 schooling and university stages in favor of Ideal Self was statistically significant and large (d=1.41, 12.64 respectively). Successful Chinese learners appear driven more by ideal than dreaded self-identities.

Authors

• Jing Yu, Tianjin Normal University

• Gavin T. Brown, The University of Auckland

• Jason M. Stephens, University of Auckland

• Richard J. Hamilton, The University of Auckland