Investigating L2 Motivational Self System in the Turkish University Context

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Course S., Saka F. Ö.

Çukurova Üniversitesi Eğitim Fakültesi Dergisi, cilt.50, sa.2, ss.649-662, 2021 (ESCI)

Özet

This research explores how well L2 motivational self systems explain language learning motivation of university students in the Turkish context. To this end, data were collected from 668 university students in a state university in Turkey using a 51-item questionnaire and semi-structured interviews in this mixed methods research. The data from both the questionnaire and the interview indicate an overwhelming impact of language learning experience on the learners’ motivation to learn English as a foreign language as opposed to their ideal L2 selves or ought-to L2 selves. The findings about the relationship among the components of L2 motivational self systems are in line with the results of the previous research, lending support to the framework of L2 motivational self systems. Finally, the results suggest that learners’ motivation is a dynamic system, changing and evolving over time. The study has implications for language teachers, curriculum designers as well as further research in language learning motivation.

This research explores how well L2 motivational self systems explain language learning motivation of university students in the Turkish context. To this end, data were collected from 668 university students in a state university in Turkey using a 51-item questionnaire and semi-structured interviews in this mixed methods research. The data from both the questionnaire and the interview indicate an overwhelming impact of language learning experience on the learners’ motivation to learn English as a foreign language as opposed to their ideal L2 selves or ought-to L2 selves. The findings about the relationship among the components of L2 motivational self systems are in line with the results of the previous research, lending support to the framework of L2 motivational self systems. Finally, the results suggest that learners’ motivation is a dynamic system, changing and evolving over time. The study has implications for language teachers, curriculum designers as well as further research in language learning motivation.