Abstract
This study investigated the role of the L2 motivational self system on L2 willingness to communicate (L2 WTC) by Korean EFL university and secondary students. Drawing on a purposive sampling technique and an explanatory sequential mixed methods design, quantitative data (105 university and 112 high school students) were first collected and analyzed. Then, qualitative data (one focus group discussion with nine participants and five in-depth individual interviews) were collected and analyzed to further explain quantitative findings. Results showed that high school students, who exhibited stronger ideal L2 self and ought-to L2 self, had a higher level of L2 WTC inside and outside the classroom. In contrast, university students, who exhibited a stronger sense of ideal L2 self, had a higher level of L2 WTC in both communicative settings. While high-stakes English tests still seem to shape EFL secondary students’ motivational mindset (ought-to L2 self), this study also suggests that pedagogical supports, such as offering performance-based English tasks, cultivating one’s ideal L2 self image, and encouraging production-oriented English activities in out-of-class digital environments, could enhance contemporary students’ L2 WTC in test-oriented EFL countries.
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Notes
Competitive L2 motivation can be understood as “the desire to learn an L2 to keep pace with other L2 learners…[and] is possibly more related to Korean students’ aspiration to obtain higher English test scores than their peers” (Kim 2010, p. 215).
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Acknowledgements
This research was supported by the Start-up Research Grant (RG 78/2018-2019R) from the Education University of Hong Kong. It was also supported by Hankuk University of Foreign Studies Research Funds of 2019.
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Appendix
Appendix
[Part 1]
*Please respond to the following statements on a five-point Likert scale.
1. Strongly disagree; 2. Disagree; 3. Neutral; 4. Agree; and 5. Strongly agree.
[Ideal L2 self]
- 1.
I can imagine myself living abroad and having a discussion in English.
- 2.
I can imagine myself living abroad and using English effectively for communicating with the locals.
- 3.
I can imagine a situation in which I am speaking English with foreigners.
- 4.
I can imagine myself speaking English with international friends or colleagues.
- 5.
I imagine myself as someone who is able to speak English.
[Ought-to L2 self]
- 1.
I study English because close friends of mine think it is important.
- 2.
I have to study English, because, if I do not study it, I think my parents will be disappointed in me.
- 3.
Learning English is necessary because people surrounding me expect me to do so.
- 4.
I consider learning English important because the people I respect think that I should do it.
- 5.
Studying English is important to me in order to gain the approval of my peers/teachers/family.
[Part 2]
*How much are you willing to communicate in English in this situation?
1. Definitely not willing; 2. Probably not willing; 3. Perhaps willing; 4. Probably willing; and 5. Definitely willing.
[WTC inside the classroom]
- 1.
When you are given an opportunity to talk freely in an English class.
- 2.
When you have an opportunity to talk in front of the class in an English class.
- 3.
When you have a group discussion in an English class.
- 4.
When you have an opportunity to make a presentation in front of a large group.
- 5.
When you an opportunity to explain your own culture in English to your classmates.
[WTC outside the classroom]
- 1.
When you find your foreign acquaintance standing before you in a line at the supermarket.
- 2.
When you and a small group of foreign friends engage in a discussion outside of school.
- 3.
When you have an opportunity to talk as part of a small group of strangers outside of school.
- 4.
When you have an opportunity to explain your own culture in English to other English speakers outside of school.
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Lee, J.S., Lee, K. Role of L2 Motivational Self System on Willingness to Communicate of Korean EFL University and Secondary Students. J Psycholinguist Res 49, 147–161 (2020). https://doi.org/10.1007/s10936-019-09675-6
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DOI: https://doi.org/10.1007/s10936-019-09675-6