The relationships between ideal and ought-to L2 self-motivation, experience abroad, and perceived linguistic competence of Korean EFL students majoring in English related disciplines
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Ideal and ought-to L2 selves have been recognized as a powerful guide for future learning behavior. However, the literature still appears in need of more information regarding its relationship with other important variables. There is a specific need regarding Korean students—particularly those who have been exposed to English learning environments more regularly and intensely than regular Korean students. Therefore, this study used 61 Korean students who were majoring in English related studies and invited them to participate in the background research and the questionnaires. One major aim was to explore how the ideal and ought-to L2 selves are related to experience abroad and perception of linguistic competence. Another aim was to investigate the associations of ideal and ought-to L2 selves with motivated actions such as behavior and effort. The results revealed that experience abroad did not correlate with either of ideal and ought-to L2 selves and that the two kinds of selves were shown to have relationships with motivated behavior and effort. Lastly, ideal L2 self was correlated with four areas of perceived linguistic competence—listening, speaking, writing, and vocabulary, whereas ought-to L2 self was with only one area. Pedagogical implications are discussed.
Abstract
Ideal and ought-to L2 selves have been recognized as a powerful guide for future learning behavior. However, the literature still appears in need of more information regarding its relationship with other important variables. There is a specific need regarding Korean students—particularly those who have been exposed to English learning environments more regularly and intensely than regular Korean students. Therefore, this study used 61 Korean students who were majoring in English related studies and invited them to participate in the background research and the questionnaires. One major aim was to explore how the ideal and ought-to L2 selves are related to experience abroad and perception of linguistic competence. Another aim was to investigate the associations of ideal and ought-to L2 selves with motivated actions such as behavior and effort. The results revealed that experience abroad did not correlate with either of ideal and ought-to L2 selves and that the two kinds of selves were shown to have relationships with motivated behavior and effort. Lastly, ideal L2 self was correlated with four areas of perceived linguistic competence—listening, speaking, writing, and vocabulary, whereas ought-to L2 self was with only one area. Pedagogical implications are discussed.
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