Korean Elementary School Learners’ L2 Motivational Self System and the Moderating Effects of Gender and Grade Differences
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This article aims to explore the impact that the relationships among the eight motivational factors associated with Taguchi, Magid, and Papi’s (2009) adaptation of the L2 Motivational Self System (criterion measures, ideal L2 self, ought-to L2 self, attitudes to learning English, attitudes to L2 culture and community, instrumentality-promotion, instrumentality- prevention, and family influence) have on the second language learning motivation of Korean elementary school learners (KESL). Moreover, it sought to examine whether the students’ gender and grade moderated the relationships among these factors. Methodologically, this paper employs structural equation modeling analysis of the data obtained from 845 Korean students in the fourth, fifth, and sixth grades. The study’s results revealed that: 1) ideal L2 self had the most bearing on the learners’ motivation, 2) attitude to learning English was a significant predictor for L2 learning motivation, 3) gender did not have any substantial bearing on the L2 Motivational Self System for KESL, while grade had considerable moderating effects, and 4) ideal L2 self was significantly more strongly associated with criterion measures for fourth graders than it was for sixth graders.
Abstract
This article aims to explore the impact that the relationships among the eight motivational factors associated with Taguchi, Magid, and Papi’s (2009) adaptation of the L2 Motivational Self System (criterion measures, ideal L2 self, ought-to L2 self, attitudes to learning English, attitudes to L2 culture and community, instrumentality-promotion, instrumentality- prevention, and family influence) have on the second language learning motivation of Korean elementary school learners (KESL). Moreover, it sought to examine whether the students’ gender and grade moderated the relationships among these factors. Methodologically, this paper employs structural equation modeling analysis of the data obtained from 845 Korean students in the fourth, fifth, and sixth grades. The study’s results revealed that: 1) ideal L2 self had the most bearing on the learners’ motivation, 2) attitude to learning English was a significant predictor for L2 learning motivation, 3) gender did not have any substantial bearing on the L2 Motivational Self System for KESL, while grade had considerable moderating effects, and 4) ideal L2 self was significantly more strongly associated with criterion measures for fourth graders than it was for sixth graders.
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