Motivation, language identity and the L2 self

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THE DEVELOPMENT OF SELF-DETERMINATION ACROSS THE LANGUAGE COURSE (2019, background): “…Masgoret & Gardner, 2003) and research indicates that learners are more engaged in learning when it is personally relevant and consistent with their self-concept or identity (Dörnyei & Ushioda, 2009; Noels, Chaffee, Lou, & Dincer, 2016; Norton, 2013; see Mercer & Williams, 2014, for overview).”
The impact of CLIL on affective factors and vocabulary learning (2015, background): “According to Dörnyei and Ushioda (2009), L2 motivation research has gone through three phases: ‘the social psychological period’ (1959–90), ‘the cognitive-situated period’ (during the 1990s) and ‘the socio-dynamic period’ (the turn of the 21st century).”
Success in English Medium Instruction in China: significant indicators and implications (2020, methodology): “This study draws on a widely adopted theory of motivation in applied linguistics research, namely, the L2 Motivational Self System (see Dörnyei and Ryan 2015, and Dörnyei & Ushioda, 2009).”
BASIC PSYCHOLOGICAL NEEDS, MOTIVATIONAL ORIENTATIONS, EFFORT, AND VOCABULARY KNOWLEDGE (2021, background): “The L2 motivational self-system is one of the most dominant motivational theories, focusing on two competing possible selves: the “ought-to L2 self” and the “ideal L2 self” (Dörnyei, 2009; Dörnyei & Ushioda, 2009).”