Systems of Goals, Attitudes, and Self-related Beliefs in Second-Language- Learning Motivation

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The motivational dimension of language teaching (2017, background): “Recently, studies by Kormos et al. (2011) and Iwaniec (2013) in Chile and Poland respectively have suggested close links between the Ideal L2 self and self-efficacy beliefs i.e. one has to believe in one’s capacity to learn and use the L2 in order to visualize a future L2-using self.”
L2 motivational self system and willingness to communicate in the classroom and extramural digital contexts (2021, positive): “For example, several researchers have examined an association between learners’ L2 Motivational Self System and their intended effort (Islam, Lamb, & Chambers, 2013; Khany & Amiri, 2018; Kim & Kim, 2014; Kormos et al., 2011).”
L2 SELVES, EMOTIONS, AND MOTIVATED BEHAVIORS (2016, neutral): “Other studies found no relationship between learners ought-to L2 self and their motivated behaviors (e.g., Csizér & Kormos, 2009; Kormos et al., 2011; Papi & Teimouri, 2012).”
Towards a better understanding of the L2 Learning Experience, the Cinderella of the L2 Motivational Self System (2019, neutral): “For example, Taguchi (2013) and Taguchi, Magid, and Papi (2009) referred to it as “Attitudes to learning English,” Kormos, Kiddle, and Csizér (2011) as “L2 learning attitude,” while Csizér and Kormos (2009) used the term “L2 learning experience” and Papi (2010) “English learning experience.””