Keywords
L2 motivational self system (L2MSS)
Multilingualism
Languages other than English (LOTEs)
English as a foreign language (EFL)
Submitted : 2023-11-29
Accepted : 2023-12-14
Published : 2023-12-29
Abstract
The second language (L2) motivational self system (L2MSS) literature has been analyzed for this investigation. The results offer a theme-by-theme comprehensive summary of L2MSS research. The field has shown strong growth since 2005, and a wide range of interesting issues have emerged. The most common approach uses cross sectional data, quantitative techniques, university students, English as the target language, and Asian contexts, including mainland China. A significant discovery of the research is the parallel expansion of studies on multilingualism and English as a foreign language in recent years, suggesting an acknowledgment of the significance of both strands for a thorough comprehension of language learning motivation. This trend implies that the discipline is actively working to overcome its bias toward monolingual speakers and is growing more accommodating to the requirements of a wider variety of language learners. This study provided fresh insight into the conceptual knowledge structure of a topic from a methodological standpoint, highlighting areas for future research and providing insights into knowledge gaps.
References
Dörnyei Z, Ushioda E, 2021, Teaching and Researching Motivation. Third Edition, Routledge, New York.
Boo Z, Dörnyei Z, Ryan S, 2015, L2 Motivation Research 2005–2014: Understanding a Publication Surge and a Changing Landscape. System, 55: 145–157. https://doi.org/10.1016/j.system.2015.10.006
Dörnyei Z, 2005, The Psychology of the Language Learner: Individual Differences in Second Language Acquisition. First Edition, Routledge, New York.
Dörnyei Z, 2009, The L2 Motivational Self System. In Motivation, Language Identity and the L2 Self. Multilingual Matters, 9–42. https://doi.org/10.21832/9781847691293-003
Mahmoodi MH, Yousefi M, 2022, Second Language Motivation Research 2010–2019: A Synthetic Exploration. The Language Learning Journal, 50(3): 273–296. https://doi.org/10.1080/09571736.2020.1869809
Mendoza A, Phung H, 2019, Motivation to Learn Languages Other Than English: A Critical Research Synthesis. Foreign Language Annals, 52(1): 121–140. https://doi.org/10.1111/flan.12380
Al-Hoorie AH, 2018, The L2 Motivational Self System: A Meta-Analysis. Studies in Second Language Learning and Teaching, 8(4): 721–754. https://doi.org/10.14746/ssllt.2018.8.4.2
Yousefi M, Mahmoodi MH, 2022, The L2 Motivational Self-System: A Meta-Analysis Approach. International Journal of Applied Linguistics, 32(2): 274–294. https://doi.org/10.1111/ijal.12416
Gardner RC, 1985, Social Psychology and Second Language Learning: The Role of Attitudes and Motivation. Edward Arnold, Maryland.
Gardner RC, 2010, Motivation and Second Language Acquisition: The Socio-Educational Model. Peter Lang, Lausanne.
Norton B, 2001, Non-Participation, Imagined Communities and the Language Classroom. In Learner Contributions to Language Learning: New Directions in Research. Pearson Education, Harlow, 159–171.
Higgins ET, 1987, Self-Discrepancy: A Theory Relating Self and Affect. Psychological Review, 94(3), 319–340. https://doi.org/10.1037/0033-295X.94.3.319
Markus H, Nurius P, 1986, Possible Selves. American Psychologist, 41(9), 954–969. https://doi.org/10.1037/0003-066X.41.9.954
Dörnyei Z, 2019, Towards a Better Understanding of the L2 Learning Experience, the Cinderella of the L2 Motivational Self System. Studies in Second Language Learning and Teaching, 9(1): 19–30. https://doi.org/10.14746/ssllt.2019.9.1.2
Christenson SL, Reschly AL, Wylie C, 2012, Handbook of Research on Student Engagement. Springer, New York.
Papi M, Bondarenko AV, Mansouri S, et al., 2019, Rethinking L2 Motivation Research: The 2 × 2 Model of L2 Self-Guides. Studies in Second Language Acquisition, 41(2): 337–361. https://doi.org/10.1017/S0272263118000153
Teimouri Y, 2017, L2 Selves, Emotions, and Motivated Behaviors. Studies in Second Language Acquisition, 39(4): 681–709. https://doi.org/10.1017/S0272263116000243
Feng L, Papi M, 2020, Persistence in Language Learning: The Role of Grit and Future Self-Guides. Learning and Individual Differences, 81: 101904. https://doi.org/10.1016/j.lindif.2020.101904
Papi M, Khajavy GH, 2021, Motivational Mechanisms Underlying Second Language Achievement: A Regulatory Focus Perspective. Language Learning, 71(2): 537–572. https://doi.org/10.1111/lang.12443
Dörnyei Z, Al-Hoorie AH, 2017, The Motivational Foundation of Learning Languages Other Than Global English: Theoretical Issues and Research Directions. The Modern Language Journal, 101(3): 455–468. https://doi.org/10.1111/modl.12408
Csizér K, Dörnyei Z, 2005, Language Learners’ Motivational Profiles and Their Motivated Learning Behavior. Language Learning, 55(4): 613–659. https://doi.org/10.1111/j.0023-8333.2005.00319.x
Vlaeva D, Dörnyei Z, 2021, Vision Enhancement and Language Learning: A Critical Analysis of Vision-Building in an English for Academic Purposes Programme. Language Teaching Research, 25(6): 946–971. https://doi.org/10.1177/13621688211014551
Khajavy GH, Ghonsooly B, 2017, Predictors of Willingness to Read in English: Testing a Model Based on Possible Selves and Self-Confidence. Journal of Multilingual and Multicultural Development, 38(10): 871–885. https://doi.org/10.1080/01434632.2017.1284853
Peng J-E, 2015, L2 Motivational Self System, Attitudes, and Affect as Predictors of L2 WTC: An Imagined Community Perspective. The Asia-Pacific Education Researcher, 24: 433–443. https://doi.org/10.1007/s40299-014-0195-0
Serafini EJ, 2020, Further Exploring the Dynamicity, Situatedness, and Emergence of the Self: The Key Role of Context. Studies in Second Language Learning and Teaching, 10(1): 133–157. https://doi.org/10.14746/ssllt.2020.10.1.7
Henry A, 2017, L2 Motivation and Multilingual Identities. The Modern Language Journal, 101(3): 548–565. https://doi.org/10.1111/modl.12412
Thompson AS, 2017, Language Learning Motivation in the United States: An Examination of Language Choice and Multilingualism. The Modern Language Journal, 101(3): 483–500. https://doi.org/10.1111/modl.12409
Zheng Y, Lu X, Ren W, 2019, Profiling Chinese University Students’ Motivation to Learn Multiple Languages. Journal of Multilingual and Multicultural Development, 40(7): 590–604. https://doi.org/10.1080/01434632.2019.1571074
Liu M, 2020, The Emotional Basis of the Ideal Multilingual Self: The Case of Simultaneous Language Learners in China. Journal of Multilingual and Multicultural Development, 43(7): 647–664. https://doi.org/10.1080/01434632.2020.1755294
Wang T, Fisher L, 2023, Using a Dynamic Motivational Self System to Investigate Chinese Undergraduate Learners’ Motivation Towards the Learning of a LOTE: The Role of the Multilingual Self. International Journal of Multilingualism, 20(2): 130–152. https://doi.org/10.1080/14790718.2020.1863412
Zheng Y, Lu X, Ren W, 2020, Tracking the Evolution of Chinese Learners’ Multilingual Motivation Through a Longitudinal Q Methodology. The Modern Language Journal, 104(4): 781–803. https://doi.org/10.1111/modl.12672
Takahashi C, 2019, Developing the Ideal Multilingual Self in the Era of Global English: A Case in the Japanese Context. The Language Learning Journal, 49(3): 358–369. https://doi.org/10.1080/09571736.2019.1606272
Henry A, Thorsen C, 2018, The Ideal Multilingual Self: Validity, Influences on Motivation, and Role in a Multilingual Education. International Journal of Multilingualism, 15(4): 349–364. https://doi.org/10.1080/14790718.2017.1411916
Ushioda E, 2011, Language Learning Motivation, Self and Identity: Current Theoretical Perspectives. Computer Assisted Language Learning, 24(3): 199–210. https://doi.org/10.1080/09588221.2010.538701
Lee JS, Lee K, 2020, Role of L2 Motivational Self System on Willingness to Communicate of Korean EFL University and Secondary Students. Journal of Psycholinguistic Research, 49: 147–161. https://doi.org/10.1007/s10936-019-09675-6
Liu Y, Thompson AS, 2018, Language Learning Motivation in China: An Exploration of the L2MSS and Psychological Reactance. System, 72: 37–48. https://doi.org/10.1016/j.system.2017.09.025
Lamb M, 2012, A Self-System Perspective on Young Adolescents’ Motivation to Learn English in Urban and Rural Settings. Language Learning, 62(4): 997–1023. https://doi.org/10.1111/j.1467-9922.2012.00719.x
Magid M, Chan L, 2012, Motivating English Learners by Helping Them Visualise Their Ideal L2 Self: Lessons from Two Motivational Programmes. Innovation in Language Learning and Teaching, 6(2): 113–125. https://doi.org/10.1080/17501229.2011.614693
Safdari S, 2021, Operationalizing L2 Motivational Self System: Improving EFL Learners’ Motivation Through a Vision Enhancement Program. Language Teaching Research, 25(2): 282–305. https://doi.org/10.1177/1362168819846597
Sato M, 2020, Generating a Roadmap for Possible Selves via a Vision Intervention: Alignment of Second Language Motivation and Classroom Behavior. TESOL Quarterly, 55(2): 427–457. https://doi.org/10.1002/tesq.611
Kormos J, Csizer K, 2008, Age-Related Differences in the Motivation of Learning English as a Foreign Language: Attitudes, Selves, and Motivated Learning Behavior. Language Learning, 58(2): 327–355. https://doi.org/10.1111/j.1467-9922.2008.00443.x
Calafato R, Tang F, 2019, Multilingualism and Gender in the UAE: A Look at the Motivational Selves of Emirati Teenagers. System, 84: 133–144. https://doi.org/10.1016/j.system.2019.06.006
Henry A, 2009, Gender Differences in Compulsory School Pupils’ L2 Self-Concepts: A Longitudinal Study. System, 37(2): 177–193. https://doi.org/10.1016/j.system.2008.11.003
Lasagabaster D, 2016, The Relationship Between Motivation, Gender, L1 and Possible Selves in English-Medium Instruction. International Journal of Multilingualism, 13(3): 315–332. https://doi.org/10.1080/14790718.2015.1105806
Lanvers U, 2016, Lots of Selves, Some Rebellious: Developing the Self Discrepancy Model for Language Learners. System, 60: 79–92. https://doi.org/10.1016/j.system.2016.05.012
Thorsen C, Henry A, Cliffordson C, 2020, The Case of a Missing Person? The Current L2 Self and the L2 Motivational Self-System. International Journal of Bilingual Education and Bilingualism, 23(5): 584–600. https://doi.org/10.1080/13670050.2017.1388356
Takahashi C, Im S, 2020, Comparing Self-Determination Theory and the L2 Motivational Self System and Their Relationships to L2 Proficiency. Studies in Second Language Learning and Teaching, 10(4): 673–696. https://doi.org/10.14746/ssllt.2020.10.4.2
Henry A, Cliffordson C, 2013, Motivation, Gender, and Possible Selves. Language Learning, 63(2): 271–295. https://doi.org/10.1111/lang.12009
Nakamura T, 2019, Understanding Motivation for Learning Languages Other Than English: Life Domains of L2 Self. System, 82: 111–121. https://doi.org/10.1016/j.system.2019.03.006
Kim T-Y, Kim Y, Kim J-Y, 2017, Structural Relationship Between L2 Learning (De)motivation, Resilience, and L2 Proficiency Among Korean College Students. The Asia-Pacific Education Researcher, 26: 397–406. https://doi.org/10.1007/s40299-017-0358-x
Douglas Fir Group, 2016, A Transdisciplinary Framework for SLA in a Multilingual World. The Modern Language Journal, 100(S1): 19–47. https://doi.org/10.1111/modl.12301
May S, 2019, Negotiating the Multilingual Turn in SLA. The Modern Language Journal, 103(S1): 122–129. https://doi.org/10.1111/modl.12531
Ushioda E, 2017, The Impact of Global English on Motivation to Learn Other Languages: Toward an Ideal Multilingual Self. The Modern Language Journal, 101(3): 469–482. https://doi.org/10.1111/modl.12413
Larsen-Freeman D, Cameron L, 2008, Complex Systems and Applied Linguistics. Oxford University Press, Oxford.
Gass S, Loewen S, Plonsky L, 2021, Coming of Age: The Past, Present, and Future of Quantitative SLA Research. Language Teaching, 54(2): 245–258. https://doi.org/10.1017/S0261444819000430
Ushioda E, 2019, Language Motivation Theory: Re Evaluating the Role of Qualitative Inquiry, or the ‘Wine and Conversation’ Approach. In Contemporary Language Motivation Theory 60 Years Since Gardner and Lambert (1959). Multilingual Matters, Bristol, 194–211.
Dunn K, Iwaniec J, 2021, Exploring the Relationship Between Second Language Learning Motivation and Proficiency: A Latent Profiling Approach. Studies in Second Language Acquisition, 44(4): 967–997. https://doi.org/10.1017/S0272263121000759
Liu M, Oga-Baldwin WLQ, 2022, Motivational Profiles of Learners of Multiple Foreign Languages: A Self-Determination Theory Perspective. System, 106: 102762. https://doi.org/10.1016/j.system.2022.102762
Porte G, McManus K, 2019, Doing Replication Research in Applied Linguistics. First Edition, Routledge, New York.
Marsden E, Morgan-Short K, Thompson S, et al., 2018, Replication in Second Language Research: Narrative and Systematic Reviews and Recommendations for the Field. Language Learning, 68(2): 321–391. https://doi.org/10.1111/lang.12286
Hiver P, Al-Hoorie AH, 2020, Reexamining the Role of Vision in Second Language Motivation: A Preregistered Conceptual Replication of You, Dörnyei, and Csizér (2016). Language Learning, 70(1): 48–102. https://doi.org/10.1111/lang.12371
You CJ, Dörnyei Z, Csizér K, 2016, Motivation, Vision, and Gender: A Survey of Learners of English in China: Motivation, Vision, and Gender. Language Learning, 66(1): 94–123. https://doi.org/10.1111/lang.12140
Al-Hoorie AH, Hiver P, In’nami Y, 2023, The Validation Crisis in the L2 Motivational Self-System Tradition. Studies in Second Language Acquisition, 2023: 1–23. https://doi.org/10.1017/S0272263123000487