SavedAdd your journal

Journals / Eurasian Journal of Applied Linguistics / 2020 / Cilt: 6 - Sayı: 3

Feared L2 self as an emerging component of the reconceptualized L2 motivational self system

Hilal Peker
Pages
361–386
Publication Date
2022-10-18
DOI
—
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

Results indicated that the strongest relationship was betweenEnglish learning experience (ELExp) and Ideal L2 Self (IL2S) component, which is also supported byprevious studies.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:The purpose of this non-experimental quantitative study was to measure Feared L2 Self (FL2S) as a newcomponent of the existing L2 Motivational Self System (L2MSS) and offer a new model through partialleast squares structural equation modeling (PLS-SEM).
📊
Key Findings & Data:As for the instrument to measure L2 selves, anadopted survey consisting of 72 5-point Likert scale items, five open-ended questions, and a demographicquestionnaire was distributed; however, for the purpose of this study, only L2 self related items andconstructs were included in the measurement and structural model.
💡
Conclusion & Impact:Results indicated that the strongest relationship was betweenEnglish learning experience (ELExp) and Ideal L2 Self (IL2S) component, which is also supported byprevious studies.
🔬Design:Survey & Empirical Study
📍Scope:Comprehensive Sample
⚙️Variables:Domain Parameters

Abstract

The purpose of this non-experimental quantitative study was to measure Feared L2 Self (FL2S) as a newcomponent of the existing L2 Motivational Self System (L2MSS) and offer a new model through partialleast squares structural equation modeling (PLS-SEM). As for the instrument to measure L2 selves, anadopted survey consisting of 72 5-point Likert scale items, five open-ended questions, and a demographicquestionnaire was distributed; however, for the purpose of this study, only L2 self related items andconstructs were included in the measurement and structural model. The participants were 1022 adultEnglish language learners (ELLs), and ELLs’ English learning experience was redefined as the collectionof everyday ESL learning experiences. Results indicated that the strongest relationship was betweenEnglish learning experience (ELExp) and Ideal L2 Self (IL2S) component, which is also supported byprevious studies. Furthermore, the second strongest relationship was between Ought-to L2 Self (OL2S)and FL2S, as well as between ELExp and OL2S. FL2S was an emerging factor reconceptualizing the L2Motivational Self System (R-L2MSS). Considering the large number of participants and the data obtainedfrom all over the U.S., this study proposes a new and important concept. In the light of these results,implications are provided for ELLs and ESL teachers.

🔖

Cite This Article

Peker, H. (2022). Feared L2 self as an emerging component of the reconceptualized L2 motivational self system. Eurasian Journal of Applied Linguistics, Cilt: 6 - Sayı: 3, 361–386. https://ajindex.com/articles/506987

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (6)

  1. Akçay, A. (2020). Perceptions of Turkish EFL instructors and their students on native and nonnative accents of English and English as a lingua franca (ELF) (Unpublished Master’s thesis). Bilkent University, Ankara.
  2. Al Harthi, S. E. (2014). The impact of positive views on language learning and pupils’ construction of L2: Imagined communities, possible selves, and investment in language learning. Arab World English Journal, 5(2). 70–86.
  3. Al-Hoorie, A. H. (2018). The L2 motivational self system: A meta-analysis. Studies in Second Language Learning and Teaching, 8(4), 721-754. doi:10.14746/ssllt.2018.8.4.2 Ayhan, A. (2020). Investigation of the reconceptualized L2 motivational self system, foreign language classroom anxiety, perceived wellness, and achievement of repeat and non-repeat students (Unpublished Master’s thesis). Bilkent University, Ankara.
  4. Baruch, Y., & Holtom, B. C. (2008). Survey response rate levels and trends in organizational research. Human Relations, 61(8), 1139–1160.
  5. Buhrmester, M., Kwang, T., & Gosling, S. D. (2011). Amazon’s Mechanical Turk: A new source of inexpensive, yet high-quality, data? Perspectives on Psychological Science, 6, 3–5. doi:10.1177/1745691610393980 Bursali, N., & Öz, H. (2017). The relationship between ideal L2 self and willingness to communicate inside the classroom. International Journal of Higher Education, 6(4), 229– 239. doi:10.5430/ijhe.v6n4p229 By, H., & Laohawiriyanon, C. (2019). The L2 motivational self system of low and high achievers in a Cambodian context. Journal of Language Teaching and Learning in Thailand, 57, 67– 100. Carver, C. C., Reynolds, S. L., & Scheier, M. F. (1994). The possible selves of optimists and pessimists. Journal of Research in Personality, 28, 133-141.
  6. Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (5th. Ed.). Boston, MA: Pearson Education Inc. Csizér, K., & Dörnyei, Z. (2005). The internal structure of language learning motivation and its relationship with language choice and learning effort. The Modern Language Journal, 89, 19–36. Csizér, K., & Kormos, J. (2009). Learning experiences, selves and motivated learning behaviour: A comparative analysis of structural models for Hungarian secondary and university learners of English. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp 98-119). Bristol: Multilingual Matters. Dörnyei, Z. (2005). The Psychology of the language learner: In