4. The L2 Motivational Self System among Japanese, Chinese and Iranian Learners of English: A Comparative Study

By T. Taguchi, Michael A. Magid, Mostafa Papi. 2009

651 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/515ebe1dd22dc03d3c1ed6ca086fae33a559b672

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Citations in the corpus

The L2 motivational self system, L2 anxiety, and motivated behavior: A structural equation modeling approach (2010, background): “In the studies mentioned above (Csize´r and Kormos, 2009; Taguchi et al., 2009), this dimension of the L2 motivational self system showed the strongest impact on motivated behavior.”
Success in English Medium Instruction in China: significant indicators and implications (2020, background): “In the field of second language acquisition (SLA), the motivational aspect of Ideal L2 Self tends to be a strong predictor of success in language learning (Taguchi, Magid, and Papi 2009).”
L2 SELVES, EMOTIONS, AND MOTIVATED BEHAVIORS (2016, methodology): “…possessing knowledge of the target language is considered to be closely associated with learners’ socioeconomic status within Yasser Teimouri684 that society, the ought-to L2 self might regulate its effects on learners’ efforts and persistence toward language learning (Taguchi et al., 2009).”
Teacher Motivational Practice, Student Motivation, and Possible L2 Selves: An Examination in the Iranian EFL Context (2012, methodology): “The ﬁrst two scales were adapted from Guilloteaux and D¨ornyei (2008) and the last one was adapted from Taguchi et al. (2009).”
ACADEMIC BUOYANCY (2018, methodology): “This scale was adapted from Taguchi, Magid, and Papi (2009) to measure students’ desired future images of themselves as competent L2 speakers.”
Acting, thinking, feeling, making, collaborating: The engagement process in foreign language learning (2019, neutral): “Likewise, a contextualized model offers researchers using the L2 g., Taguchi et al., 2009; You et al., 2015), which fails the crucial test of temporality in predicting outcomes (Shadish et al., 2002), and therefore the hypothesized variables such as ideal and ought-to L2 selves should not be…”
The relationship between motivation, gender, L1 and possible selves in English-medium instruction (2016, methodology): “Studies carried out in diverse EFL (English as a foreign language) contexts such as Hungary (Csizér & Lukács, 2010), Indonesia (Lamb, 2007), China, Iran and Japan (Taguchi, Magid, & Papi, 2009) have demonstrated that the ideal L2 self exerts a determinant influence on the learner’s L2 motivation.”
The role of socio-economic factors in motivation to learn English as a foreign language:the case of Chile (2013, neutral): “Previous research on the motivational self-system has mainly focused on the role of parental encouragement as an important social and contextual influence on the motivational self-system (Kormos & Csizér, 2008; Taguchi et al., 2009).”