EFL students’ L2 motivational self system and self-regulation: Focusing on elementary and junior high school students in Korea

Abstract

This study investigates the inter-relationship between English as a Foreign Language (EFL) students’ Second Language (L2) Motivational Self System (Dörnyei, 2005, 2009), their use of self-regulated learning (SRL) skills and their English test scores in South Korea (henceforth Korea). The L2 Motivational Self System is a useful framework for approaching Korean students’ L2 learning motivation.1 This framework proved to be effective in understanding and explaining the learning motivation and motivated behaviour of Korean learners of English (Kim, 2012; Kim & Kim, 2012). The L2 Motivational Self System includes two types of selfimages related to learning and use of an L2: the Ideal L2 self and the Ought-to L2 self. As a positive future self-image, ‘if the person we would like to become speaks an L2’, the Ideal L2 self can be ‘a powerful motivator to learn the L2 because of the desire to reduce the discrepancy between our actual and ideal selves’ (Dörnyei, 2009: 29). With regard to the motivational function of the Ideal L2 self, it is important for learners to believe that the gap is not too wide and can be overcome by making conscious academic efforts. The Ought-to L2 self refers to ‘the attributes that one believes one ought to possess to meet expectations and to avoid possible negative outcomes’ (Dörnyei, 2009: 29). Those with a high level of Ought-to L2 self would be motivated to learn an L2 because learners feel that they need to live up to the expectations of significant others (e. g. parents). © 2014 Kata Csizér, Michael Magid and the authors of individual chapters.