Research Article
Exploring Chinese Senior High School Students’ L2 Motivational Self System
Article Metrics
Views
188
Downloads
123
Citations
Crossref
2
Zhang Y, Liu H. Exploring Chinese senior high school students’ L2 motivational self system. Eur J Eng Lang Ed. 2022;2(2):89-96. doi: 10.12973/ejels.2.2.89
Zhang, Y., & Liu, H. (2022). Exploring Chinese senior high school students’ L2 motivational self system. European Journal of English Language Studies, 2(2), 89-96. https://doi.org/10.12973/ejels.2.2.89
Zhang Yu, and Honggang Liu. "Exploring Chinese Senior High School Students’ L2 Motivational Self System," European Journal of English Language Studies 2, no. 2 (2022): 89-96. https://doi.org/10.12973/ejels.2.2.89
Zhang, Y & Liu, 2022, 'Exploring Chinese senior high school students’ L2 motivational self system', European Journal of English Language Studies, vol. 2, no. 2, pp. 89-96. Zhang, Yu, and Honggang Liu. "Exploring Chinese Senior High School Students’ L2 Motivational Self System." European Journal of English Language Studies, vol. 2, no. 2, 2022, pp. 89-96, https://doi.org/10.12973/ejels.2.2.89.
Abstract
In this paper we report the results of an investigation into the levels of motivation related to English learning among Chinese senior high school students based on the L2 Motivational Self System (L2MSS). The study also investigates the factors that affect the motivation of Chinese students to learn English during the course of their senior high school studies. In this mixed-methods study we applied questionnaires and semi-structured interviews to acquire our data. A total of 934 high school students responded to the questionnaire and seven students were interviewed. According to the results, there was a moderate level of L2MSS among the senior high school students. The level of their L2 learning experience ranked highest among the three dimensions, followed by the level of their ideal L2 self and the level of their ought-to L2 self. Additionally, the results indicated that the students’ ideal L2 self was shaped by their educational level, their attitudes towards English as an instructional language, and their cultural background. The students’ psychological and mental development also had an influence on their construction of their ideal L2 self. The parents’ expectations and school requirements as well as China’s educational environment all had an effect on their ought-to L2 selves. It was also found that the students’ L2 learning experience was mainly impacted by their teacher’s teaching approaches and the classroom atmosphere.
Keywords: Chinese senior high school students, influencing factors, learning English as a foreign language, L2 motivational self system.
References
Abdollahzadeh, E., Amini Farsani, M., & Zandi, M. (2022). The relationship between L2 motivation and transformative engagement in academic reading among EAP learners: Implications for reading self-regulation. Frontiers in Psychology, 13, Article 944650. https://doi.org/10.3389/fpsyg.2022.944650
Al-Hoorie, A. H. (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
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
Csizér, K. (2019). The L2 motivational self system. In M. Lamb, K. Csizér, A. Henry, & S. Ryan (Eds.), The Palgrave handbook of motivation for language learning (pp. 71–88). Palgrave Macmillan. https://doi.org/10.1007/978-3-030-28380-3_4
Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Lawrence Erlbaum Associates.
Dörnyei, Z. (2007). Research methods in applied linguistics: Quantitative, qualitative and mixed methodologies. Oxford University Press.
Dörnyei, Z. (2009). The L2 motivational self system. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp.9-42). Multilingual Matters. https://doi.org/10.21832/9781847691293-003
Dörnyei, Z. (2018). Motivating students and teachers. In J. I. Liontas (Ed.), The TESOL encyclopedia of English language teaching (pp. 1-6). John Wiley & Sons. https://doi.org/10.1002/9781118784235.eelt0128
Dörnyei, Z., & Ryan, Z. (2015). The psychology of language learner revisited. Routledge. https://doi.org/10.4324/9781315779553
Education First. (2021). EF EPI: EF English Proficiency Index. https://bit.ly/EF-EPI-2021
Gao, L., Liu, H., & Liu, X. (2022). Exploring senior high school students’ demotivation in English learning. Frontiers in Psychology, 13, Article 822276. https://doi.org/10.3389/fpsyg.2022.822276
Gao, Y., Yuan, Z., Ying, C., & Yan, Z. (2007). Relationship between English learning, motivation types and self-identity changes among Chinese students. TESOL Quarterly, 41(1), 133-155. https://doi.org/10.1002/j.1545-7249.2007.tb00043.x
Khany, R., & Amiri, M. (2018). Action control, L2 motivational self system, and motivated learning behavior in a foreign language learning context. European Journal of Psychology of Education, 33(2), 337-353. https://doi.org/10.1007/s10212-016-0325-6
Kim, T. Y., & Kim, Y. K. (2014). A structural model for perceptual learning styles, the ideal L2 self, motivated behavior, and English proficiency. System, 46, 14-27. https://doi.org/10.1016/j.system.2014.07.007
Lee, J. S., & 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(1), 147-161. https://doi.org/10.1007/s10936-019-09675-6
Li, M. (2019). Research on Chinese high-school students’ English learning motivation from the self system perspective. Journal of Education and Practice, 10(26), 77-87. https://doi.org/10.7176/JEP/10-26-07
Liu, H., & Han, X. (2022). Exploring senior high school students’ English academic resilience in the Chinese context. Chinese Journal of Applied Linguistics, 45(1), 49-68. https://doi.org/10.1515/CJAL-2022-0105
Liu, H., & Song, X. (2021). Exploring “flow” in young Chinese EFL learners’ online English learning activities. System, 96, 1-13. https://doi.org/10.1016/j.system.2020.102425
Magid, M. (2012). The L2 motivational self system from a Chinese perspective: A mixed methods study. Journal of Applied Linguistics, 6, 69–90. https://doi.org/10.1558/japl.v6i1.69
Mahmoodi, M. H., & Yousefi, M. (2021). Second language motivation research 2010-2019: A synthetic exploration. Language Learning Journal, 50(3), 273-296. https://doi.org/10.1080/09571736.2020.1869809
Moskovsky, C., Assulaimani, T., Racheva, S., & Harkins, J. (2016). The L2 motivational self system and L2 achievement: A study of Saudi EFL learners. The Modern Language Journal, 100, 641-654. https://doi.org/10.1111/modl.12340
Papi, M. (2010). The L2 motivational self system, L2 anxiety, and motivated behavior: A structural equation modeling approach. System, 38(3), 467-479. https://doi.org/10.1016/J.SYSTEM.2010.06.011
Rose, H., McKinley, J., & Galloway, N. (2021). Global Englishes and language teaching: A review of pedagogical research. Language Teaching, 54(2), 157-189. https://doi.org/10.1017/S0261444820000518
Ryan, S. (2009). Ambivalence and commitment, liberation and challenge: Investigating the attitudes of young Japanese people towards the learning of English. Journal of Multilingual and Multicultural Development, 30(5), 450-420. https://doi.org/10.1080/01434630902928447
Taguchi, T. (2013). Motivation, attitudes and selves in the Japanese context: A mixed methods approach. In M. T. Apple, D. Da Silva & T. Fellner (Eds.), Language learning motivation in Japan (pp. 169–188). Multilingual Matters. https://doi.org/10.21832/9781783090518-012
Taguchi, T., Magid, M., & Papi, M. (2009). The L2 motivational self system amongst Chinese, Japanese, and Iranian learners of English: A comparative study. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 66-97). Multilingual Matters. https://doi.org/10.21832/9781847691293-005
You, C., & Dörnyei, Z. (2016). Language learning motivation in China: Results of a large-scale stratified survey. Applied Linguistics, 37(4), 495-519. https://doi.org/10.1093/applin/amu046
Yousefi, M., & Mahmoodi, M. H. (2022). The L2 motivational self-system: A meta-analysis approach. International Journal of Applied Linguistics, 32, 274-294. https://doi.org/10.1111/ijal.12416
Zhao, X., Xiao, W., & Zhang, J. (2022). L2 motivational self system, international posture and the sustainable development of L2 proficiency in the COVID-19 era: A case of English majors in China. Sustainability, 14, 1-15. https://doi.org/10.3390/su14138087