EXPLORING THE L2 MOTIVATIONAL SELFSYSTEM IN ECUADOR: A QUESTIONNAIRE STUDY IN SECONDARY SCHOOL / HIGH SCHOOL CONTEXTS

• Published in: RLA, Revista de linguística teórica y aplicada Revista de linguística teórica y aplicada, 2022-12, Vol.60 (2), p.39
• Main Authors: Andrade-Molina, Christian, Bastidas-Amador, Gabriela, Posso-Yépez, Miguel, Alvarez Llerena, Carlos Lenin
• Format: Article
• Language: English
• Subjects: College students; English as a second language learning; Learning environment; Motivation; Questionnaires; Second language learning; Secondary school students; Sociocultural factors
• ISSN: 0033-698X; 0718-4883
• DOI: 10.29393/RLA60-10ELCC40010

Over the last decade, Zoltán Dörnyei's L2 Motivational Self-System (L2MSS) theoretical framework has been used to explore the relationship between successful second language learning and learner motivation in a myriad of language learning contexts. However, not many studies have been carried out in developing countries. Through the lens of L2MSS's three main components: Ideal L2 self, Ought to L2 self, and Learning experience, this study explores Language Learning Motivated Behavior (LLMB) in an Ecuadorian EFL setting. The article is part of a university research project. One hundred twenty-eight senior high school students completed a questionnaire drawn from previous research studies on the L2MSS. The results confirm that the Ideal L2 Self is a strong predictor of language learning motivation in Ecuador, validating this component as one of the highest-order motivational forces across different populations of L2 learners. Concerning its counterpart, the Ought to L2 self, it was not found a significant correlation between this variable and the criterion measure (LLMB), determining that the external force of the L2MSS presents socio-cultural variances. The Learning experience component also has a noticeable impact on motivated behavior in the context of the study.