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...

Self-regulation of learning has been extensively investigated in second language (L2) learning. Many studies have focused on the strategies that language learners employ to regulate their own learning processes. However, motivational self-regulation is considerably less explored. The aim of this study was to investigate the relationship between motivational self-regulatory strategies (MSRSs) an...

Willingness to communicate and motivation can be two important affective variables to cause success in language achievement. The current study aimed to investigate the role of willingness to communicate (WTC) and second language motivational self-system (L2MSS) in relation to learners’ language achieve- ment. To this end, 100 homogeneous learners both male and female aged from 16 to 20 were cho...

Advances in speech recognition (ASR) technology have resulted in computer applications that provide compelling forms of speaking practice to learners of a second language (L2). Evaluation of such applications typically does not include an analysis of how learners’ situated motivational states fluctuate during language practice. In connection with recent developments in L2 motivation theory, thi...

Studies around the world show that students’ motivation for learning English as a foreign language is usually interconnected with teachers’ motivation. To explore this relationship, study investigated five Bangladeshi EFL early experiences, their visions of possible L2 selves, motivations becoming teachers and way they connect classroom teaching motivating students. This employed Motivational S...

The current study developed and validated a holistic domain-specific scale for measuring the second language (L2) learning experience within framework of L2 Motivational Self System. Underpinned by positive psychology theories, preliminary item pool was generated through combining insights from extant measurements, interviews with Chinese learners various L2s (e.g. Japanese, French, German, Spa...

This mixed method study investigated the relationship between L2 motivational self-system, students' perceptions of English proficiency, and attitudes toward translanguaging among Japanese high school students. Participants completed a questionnaire comprising three parts: background information, motivation factors, language choice. Structural equation modeling (N = 213) trajectory equifinality...