The L2 motivational self system: A meta-analysis

By Ali H. Al-Hoorie. Studies in Second Language Learning and Teaching, 2018

334 citations recorded by the source corpus.

This article reports the first meta-analysis of the L2 motivational self system (Dörnyei, 2005, 2009). A total of 32 research reports, involving 39 unique samples and 32,078 language learners, were meta-analyzed. The results showed that the three components of the L2 motivational self system (the ideal L2 self, the ought-to L2 self, and the L2 learning experience) were significant predictors of subjective intended effort (rs = .61, .38, and .41, respectively), though weaker predictors of objective measures of achievement (rs = .20, -.05, and .17). Substantial heterogeneity was also observed in most of these correlations. The results also suggest that the strong correlation between the L2 learning experience and intended effort reported in the literature is, due to substantial wording overlap, partly an artifact of lack of discriminant validity between these two scales. Implications of these results and directions for future research are discussed.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/c70fca8f65636b139dcbfc122bc51425109aac9a

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Citations in the corpus

L2 motivational self system and willingness to communicate in the classroom and extramural digital contexts (2021, background): “L2 learning experience (the third element of the L2 Motivational Self System) is not included in the current study because Al-Hoorie (2018) indicated a discriminate validity issue between the L2 learning experience and intended effort (see p. 733 for details).”
The flipped classroom in second language learning: A meta-analysis (2020, background): “Just like it is the case in various L2 subdisciplines (Dörnyei & Al-Hoorie, 2017), L2 flipped learning research has been English-biased in that learners of languages other than English have seldom been investigated. As with Lundin et al. (2018), our report pool was dominated by university-level lear”
Investigating language learning strategies: Prospects, pitfalls and challenges (2019, background): “…such inventories are taken advantage of in many areas of SLA research in order to, for example, tap into facets of L2 motivational self system (e.g. Al-Hoorie, 2018), determine personality traits or measure emotional intelligence (e.g. Ożańska-Ponikwia, 2018), or establish levels of enjoyment and…”