A multidimensional view of l2 motivation in southeast spain: Through the ‘ideal selves’ looking glass

Abstract

This article presents the main quantitative findings in a study that applied the tenets of Zoltán Dörnyei’s (2005, 2009) L2 Motivational Self-System (L2MSS) to explore the L2 motivation of over 500 undergraduate students in the Region of Murcia, Spain. We used the lens of the ideal and ought L2 selves to gain insight into participants’ intentions to invest effort in learning the L2, the variables affecting their decision and their current involvement in L2 acquisition. We also explored the role of the somewhat fuzzy concept of the L2 learning experience within the L2MSS distinguishing past from present learning experiences. The ideal L2 self emerged as the strongest variable in relation to intentions to learn across the sample. Regarding external influences on the self, instrumentality prevention appears to be more relevant to motivated behavior than an ought L2 self. Quite negative past learning experiences were detected in the sample along with a lack of parental encouragement in learning the L2 leading us to conclude that these factors may have had a detrimental effect on English learning and acquisition among the sample observed.