The sociocultural interface between ideal self and ought-to self: A case study of two Korean students' ESL motivation

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Willingness to communicate of EFL learners in Turkish context (2015, background): “Some studies (e.g., Kim, 2009; Noels, 2009) have indicated that the ideal L2 self hasmore explanatory powerwith respect to learners' L2 communication than integrativeness.”
Teacher Motivational Practice, Student Motivation, and Possible L2 Selves: An Examination in the Iranian EFL Context (2012, background): “…& Troﬁmovich, 2009; Yashima, 2009); (c) is congruent with other major second language acquisition and L2 motivation theories (D¨ornyei, 2009; Kim, 2009); (d) has the capacity to explain emotional constructs involved in the L2 learning process (Papi, 2010); and (e) builds on major frameworks…”
The L2 motivational self system, L2 anxiety, and motivated behavior: A structural equation modeling approach (2010, unknown): “…of identity (e.g., Lamb, 2009; Segalowitz et al., 2009; Yashima, 2009); relatable to other major theoretical frameworks in SLA (e.g., Kim, 2009); congruent with other important recent conceptualizations of L2 motivation (see Do¨rnyei, 2009); and compatible to mainstream…”
L2 SELVES, EMOTIONS, AND MOTIVATED BEHAVIORS (2016, background): “Ought-to L2 self/own represents externally imposed obligations and duties by significant others for learning an L2 that are ultimately internalized or shared by the learners for their personal meaning and value (Kim, 2009).”