L2 motivational self-system and ESP learners

In this thesis we first describe Dörnyei´s conceptualization of motivation and then our study in which we empirically tested the motivation for learning English as a foreign language of Croatian ESP learners at the university level within the framework of Dörnyei´s motivation theory called L2 Motivational Self-System. A paper and pencil questionnaire was filled by 63 students of Kinesiology at the University of Zagreb. The results showed that the students believed that they could control the outcome of their L2 learning and that their motivation relied more on their ideal L2 self than on their ought-to L2 self. We also found that the students who perceived themselves as more competent had higher levels of motivation and their ideal L2 selves were more elaborate. Almost half of the participants attributed their learning success to their knowledge. We concluded that the more one sees oneself as a proficient language user, the higher the motivation for further learning will be. Also, the Croatian ESP learners in this study had clearly defined ideal L2 selves which acted as strong motivators for learning. We suggest that teachers can help their students in creating a more elaborate ideal L2 self in order to improve their students´ motivation