A Comparison of the L2 Motivational Self System Between Chinese EFL and ESL Learners

ZHANG Jianying
September 2016
Chinese Journal of Applied Linguistics (De Gruyter);Sep2016, Vol. 39 Issue 3, p269
Academic Journal
This present study attempts to conduct a comparison of the tripartite model of L2 Motivational Self System in two different learning contexts, Chinese EFL and ESL learning settings. It was designed using a mixed methods approach, with a primary questionnaire instrument being supported by secondary interview data. The quantitative data was submitted to Amos version 18.0 to evaluate proposed models. It was found that L2 learning experience was the most important predictive dimension of intended learning effort for both samples. However, the roles of the other two components, the ideal L2 self and the ought-to L2 self, appeared to be unstable, which concludes that Dörnyei’s tripartite model obtained partial support in both EFL and ESL contexts. The analysis of qualitative data offers strong evidence for the claim that the future self-guides do not necessarily result in intended effort unless some essential conditions are met.


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