The role of ideal L2 self in predicting L2 willingness to communicate inside and outside the classroom

Abstract

This study reports on findings of an investigation into the relationship between ideal L2 self as amotivational variable and willingness to communicate in English (L2 WTC) in and outside the classroom.Participants were a total of 90 university students majoring in English as a foreign language (ELF) at afoundation university in Ankara, Turkey. Data were collected using the Ideal L2 Self measure and theWillingness to Communicate questionnaire. Findings showed that 28% of the participants had high L2WTC outside the classroom whereas 24% had high L2 WTC inside the classroom. The findings alsoindicated that there was a significant link between the ideal L2 self and L2 WTC both inside and outsidethe classroom and that the ideal L2 accounted for 13% of the variance in total L2 WTC scores. Based onthe findings obtained, the study concludes by outlining pedagogical implications and recommendations inrelation to instructional practices in L2 classrooms.