This study identifies the level of L2 motivational self-system (L2MSS) consisting Ideal Self, Ought-to and Learning Experience, application deep surface learning strategies on high school students regarding gender grades. The is designed in both correlation descriptive comparative models. research sample composed 202 students. Two questionnaires are used collection data: Motivational Self Syste...

This study explores the relationships between L2 motivational self system (L2MSS)—Ideal self, Ought-to and Learning experience—and willingness to communicate (WTC) based on results of a questionnaire survey 120 freshmen from English majors (English, Business English, Translation). The demonstrate that: (1) in L2MSS, ideal has greatest mean 3.83, WTC 3.74. Overall, each value is upper-middle ran...

This study reports on the development and validation of a questionnaire for exploring the different types of EFL teachers’ possible selves. First, a theoretical framework behind possible selves theory and its types was cultivated through an extensive review of the related literature and content analysis of 24 transcribed semi-structured interviews with ELT experts. Second, the questionn...

This study explored the ideal L2 self, ought-to and learning experience of motivational self system (L2MSS) among Thai EFL senior high school students. It took form an explanatory mixed-methods research design using L2MSS questionnaire adopted from Taguchi et al. (2009) Subekti (2018) to collect quantitative data 183 students a semi-structured interview with 6 for qualitative data. Results reve...

the effect of motivational self-regulatory strategies on l2 learners’ achievement has scarcely been examined within the context of our country, iran. this study is concerned with examining the relationship between motivational self-regulatory strategies and their l2 reading and l2 writing achievement. it also explores the relationship of motivational self-regulatory strategies and use of langua...

Although Gardner and his associates’ work was most influential in the field of L2 motivation, from the early 1990s onwards, their work has been criticized for several reasons. Some researchers claimed that integrative and instrumental orientations were no longer able to convey the complexity of the L2 motivation construct. To examine this complexity, the present study attempted to investigate t...