A study on L2 motivational self system among Chinese language learners of English

Over the past decades, rigorous efforts have been made by researchers to seek alternative models of motivation which may be more accurately relevant and appropriate to the various settings in which English is learned. With regard to this issue, Dornyei (2009) conceptualized L2 Motivational Self System theory focusing on the self-concept of the learner that subsumes three components specifically, Ideal l2 self, Ought-to l2, and L2 learning experience. This study examined the relationships among the underlying tenets of L2 motivational self system, gender and age groups. With a sample of 258 Chinese high school learners studying in Metro, Manila, the present study confirmed that Ideal l2 self attested to be the strongest indicator of motivated learning behavior, showing how much value the learners place on their l2 learning. Using Pearson-r correlation, statistically significant relationships were also found among Ideal l2 self, L2 learning experience, and age. In contrast to the common belief that younger learners are generally more motivated than older learners, the study showed a different result that, as learners become more mature, they tend to develop stronger Ideal l2 self motivation. Moreover, students motivation toward learning English differed significantly in terms of gender. Female high school students have stronger internalized ideal L2 selves compared to male Chinese learners, which have been the common trend