The Effect of the L2 Motivational Self System and Self-Regulatory Capacity on Speaking Performance
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Compared in the field of educational psychology, the motivation-self-regulation-achievement relationship does not seem to have received empirically sufficient scrutiny in the domain of second language acquisition. In this regard, the current study attempted to address the relationship among the L2 motivational self system, self-regulatory capacity, and speaking performance. A total of 76 Korean EFL university freshmen responded to a questionnaire designed to measure ideal and ought-to L2 selves, L2 learning experience, and five subscales of self-regulatory capacity. They also completed a narrative speaking task aimed to assess their speaking quality. A series of multiple regression analyses revealed that only the ideal L2 self among three components of the L2 motivational self system significantly influenced the use of commitment and environmental control in self-regulatory capacity as well as speaking performance. Commitment control among the self-regulation subscales was the unique variable which affected speaking performance. The ideal L2 self exerted a stronger impact on speaking quality than did commitment control. This study confirms the motivational power of the ideal L2 self and highlights the importance of visualizing a vivid future self-image as a competent English speaker as a starting point for the development of self-regulatory capacity.
Abstract
Compared in the field of educational psychology, the motivation-self-regulation-achievement relationship does not seem to have received empirically sufficient scrutiny in the domain of second language acquisition. In this regard, the current study attempted to address the relationship among the L2 motivational self system, self-regulatory capacity, and speaking performance. A total of 76 Korean EFL university freshmen responded to a questionnaire designed to measure ideal and ought-to L2 selves, L2 learning experience, and five subscales of self-regulatory capacity. They also completed a narrative speaking task aimed to assess their speaking quality. A series of multiple regression analyses revealed that only the ideal L2 self among three components of the L2 motivational self system significantly influenced the use of commitment and environmental control in self-regulatory capacity as well as speaking performance. Commitment control among the self-regulation subscales was the unique variable which affected speaking performance. The ideal L2 self exerted a stronger impact on speaking quality than did commitment control. This study confirms the motivational power of the ideal L2 self and highlights the importance of visualizing a vivid future self-image as a competent English speaker as a starting point for the development of self-regulatory capacity.
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