to enrich our understanding of the attitudinal/motivational basis of foreign language learning at junior high school level, this study investigated the students’ status of l2 motivation, the relationship between motivational factors, and the possibility of predicting their motivated learning behavior in light of dörnyei’s (2005, 2009) theory of l2 motivational self system. to this end, 1462 jun...

To enrich our understanding of the attitudinal/motivational basis of foreign language learning at junior high school level, this study investigated the students’ status of L2 motivation, the relationship between motivational factors, and the possibility of predicting their motivated learning behavior in light of Dörnyei’s (2005, 2009) theory of L2 Motivational Self System. To this end, 1462 jun...

willingness to communicate and motivation can be two important affective variables to cause success in language achievement. the current study aimed to investigate the role of willingness to communicate (wtc) and second language motivational self-system (l2mss) in relation to learners’ language achieve- ment. to this end, 100 homogeneous learners both male and female aged from 16 to 20 were cho...

the effect of motivational self-regulatory strategies on l2 learners’ achievement has scarcely been examined within the context of our country, iran. this study is concerned with examining the relationship between motivational self-regulatory strategies and their l2 reading and l2 writing achievement. it also explores the relationship of motivational self-regulatory strategies and use of langua...

The current study was an attempt to investigate the relationship among L2 Motivational Self-System, Reading Comprehension Ability, and Gender of Iranian EFL Learners. 70 participants of both male and female at intermediate level at Shokooh Institute in Kashmar-Iran were randomly selected. The instruments of the study were a L2 motivational self-system questionnaire by Yan(2011), and a reading c...

The effect of motivational self-regulatory strategies on L2 learners’ achievement has scarcely been examined within the context of our country, Iran. This study is concerned with examining the relationship between motivational self-regulatory strategies and their L2 reading and L2 writing achievement. It also explores the relationship of motivational self-regulatory strategies and use of langua...

In Dörnyei’s (2009a) theorizing, motivation is conceptualized to be generated by discomfort associated with the learner’s experience of a discrepancy between their current L2 self, and their ideal L2 self. However, in the L2 Motivational Self System, this discrepancy is not operationalized. A questionnaire containing measures of current L2 selves was administered to two cohorts of students lear...