Research Article
BibTex RIS Cite

Türkiye’de İngilizceyi Yabancı Dil Olarak Öğrenenlerin Yabancı Dil Benlik Sistemlerinin Kesitsel Desenle İncelenmesi

Year 2023, Volume: 52 Issue: 3, 696 - 710, 31.12.2023
https://doi.org/10.14812/cuefd.1311921

Abstract

Bu makale, İngilizceyi yabancı dil olarak öğrenen Türk öğrencilerin ikinci dil motivasyon benlik sistemlerini incelemeyi ve bu modeldeki kurultuların birbirleriyle olan etkileşimlerini anlamayı amaçlayan iki aşamalı bir araştırmanın sonuçlarını raporlamaktadır. Bu amaçla, karma araştırma modeli kullanılan bu çalışmada İngilizceyi yabancı dil olarak öğrenen Türk öğrencilerden, ortaokul, lise ve üniversite öğrencilerinden oluşan üç gruba dâhil 1168 katılımcı yer almıştır. Bulgular, ikinci dil motivasyon benlik sisteminin İngilizceyi yabancı dil olarak öğrenen Türk öğrencilerin motivasyonlarını açıkladığını ve bu modelin kurultularının ortaokul, lise ve üniversite öğrencilerinden oluşan üç farklı grubunun yabancı dil öğrenme motivasyonlarını farklı yollar izleyerek yordadığını göstermektedir. Bu kurultuların zamanla geçirdikleri olası değişimleri incelemek için katılımcıların yabancı dil öğrenme motivasyonlarının gidişizleri de incelenmiştir. Bulgular kurultular arasında dinamik bir etkileşimin olduğunu; bu etkileşimlerde örüntülerin ve değişkenlerin meylettiği çekerlerin ortaya çıktığını göstermektedir. Son olarak, çekerlerin de zamanla dil öğrencilerinin gidişizlerinde değişime uğradığını, ikinci dil motivasyon benlik sistemlerinin bileşenlerince değiştirildiklerini ve bu bileşenleri değiştirdiklerini göstermektedir.

References

  • Block, D. (2007). Second language identities. Continuum.
  • Busse, V., & Williams, M. (2010). Why German? Motivation of students studying German at English universities. The Language Learning Journal, 38(1), 67–85. https://doi.org/10.1080/09571730903545244
  • Chan, L., Dörnyei, Z., & Henry, A. (2015). Learner archetypes and signature dynamics in the language classroom: A retrodictive qualitative modelling approach to studying L2 motivation. In Z. Dörnyei, P. D. MacIntryre, & A. Henry (Eds.), Motivational dynamics in language learning (pp. 238-259). Multilingual Matters.
  • Course, S., & Saka, F. Ö. (2021). Investigating L2 motivational self system in the Turkish university context. Cukurova University Faculty of Education Journal, 50(2), 649–662. https://doi.org/10.14812/cuefd.955225
  • Csizer, K. & Kormos, J. (2009). Learning experiences, selves and motivated learning behaviour: A comparative analysis of structural models for Hungarian secondary and university learners of English. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, Language Identity and the L2 Self (pp. 98–119). Multilingual Matters.
  • Csizer, K. & Lukacs, G. (2010). The comparative analysis of motivation, attitudes and selves: The case of English and German in Hungary. System, 38, 1-13. https://doi.org/10.1016/j.system.2009.12.001
  • Dörnyei, Z. (2009a). Researching motivation: From integrativeness to the ideal L2 self. In S. Hunston, & D. Oakey (Eds.), Introducing applied linguistics: Concepts and skills (pp. 74-83). Routledge.
  • Dörnyei, Z. (2009b). The L2 motivational self system. In Z. Dörnyei, & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 9–42). Multilingual Matters.
  • Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53, 109–132. https://doi.org/10.1146/annurev.psych.53.100901.135153
  • Gardner, R. C. (2007) Motivation and second language acquisition. Porta Linguarum, 8, 9–20. https://doi.org/10.30827/Digibug.31616
  • Ghanizadeh, A., & Rostami, S. (2015). A Dörnyei- inspired study on second language motivation: A cross-comparison analysis in public and private contexts. Psychological Studies, 60(3), 292–301. https://doi.org/10.1007/s12646-015-0328-4
  • Henry, A. (2015). The dynamics of possible selves. In Z. Dörnyei, P. D. MacIntryre, & A. Henry (Eds.), Motivational dynamics in language learning (pp. 83-94). Multilingual Matters.
  • Higgins, E. T. (1989). Self-discrepancy theory: What patterns of self-beliefs cause people to suffer? Advances in Experimental Social Psychology, 22, 93–136. https://doi.org/10.1016/S0065-2601(08)60306-8
  • Hiver, P. (2015). Attractor states. In Z. Dörnyei, P. D. MacIntryre, & A. Henry (Eds.), Motivational dynamics in language learning (pp. 20-28). Multilingual Matters.
  • Huang, H.T., Hsu, C. C., & Chen, S. W. (2015). Identification with social role obligations, possible selves, and L2 motivation in foreign language learning. System, 51, 28–38. https://doi.org/10.1016/j.system.2015.03.003
  • Islam, M., Lamb, M., & Chambers, G. (2013). The L2 Motivational self system and national Interest: A Pakistani perspective. System, 41, 231–244. https://doi.org/10.1016/j.system.2013.01.025
  • Kormos, J., & Csizer, K. (2008) Age-related differences in the motivation of learning English as a foreign language: Attitudes, selves, and motivated learning behavior. Language Learning, 58(2), 327–355. https://doi.org/10.1111/j.1467-9922.2008.00443.x
  • Lamb, M. (2012). A self system perspective on young adolescents’ motivation to learn English in urban and rural settings. Language Learning, 62(4), 997–1023. https://doi.org/10.1111/j.1467-9922.2012.00719.x
  • Larsen-Freeman, D. (2015). Ten ‘lessons; from complex dynamic systems theory: What is on offer. In Z. Dörnyei, P. D. MacIntryre, & A. Henry (Eds.), Motivational dynamics in language learning (pp. 11-19). Multilingual Matters.
  • Li, Q. (2014). Differences in the motivation of Chinese learners of English in a foreign and second language context. System, 42, 451–461. https://doi.org/10.1016/j.system.2014.01.011
  • Markus, H., & Nurius, P. (1986). Possible Selves. American Psychologist, 41(9), 954–969. https://doi.org/10.1037/0003-066X.41.9.954
  • McEown, M. S., Noels, K. A., & Chaffe, K. E (2014). At the interface of the socio-educational model, self-determination theory and the L2 motivational self system models. In K. Csizer, & M. Magid (Eds.), The impact of self-concept on language learning (pp. 19–50). Multilingual Matters.
  • Mercer, S. (2014). Re-imagining the self as a network of relationships. In K. Csizer, & M. Magid (Eds.), The impact of self-concept on language learning (pp. 51–69). Multilingual Matters.
  • Mercer, S. (2015). Dynamics of self: A multilevel nested systems of approach. In Z. Dörnyei, MacIntyre, P. D., & Henry, A. (Eds.), Motivational dynamics in language learning (pp. 139-163). Multilingual Matters.
  • Moskovsky C., Assulaimani, T., Racheva. S., & Harkins, J. (2016). The L2 motivational self system and L2 achievement: A study of Saudi EFL learners. The Modern Language Journal, 100(3), 641–654. https://doi.org/10.1111/modl.12340
  • Papi, M. (2010). The L2 motivational self system, L2 anxiety, and motivated behaviour: A structural equation modelling approach. System, 38, 467–479. https://doi.org/10.1016/j.system.2010.06.011
  • Papi, M., & Teimouri, Y. (2012). Dynamics of Selves and motivation: A cross-sectional study in the EFL context in Iran. International Journal of Applied Linguistics, 22(5), 287–309. https://doi.org/10.1111/j.1473-4192.2012.00312.x
  • Rasool, G., & Winke, P. (2019). Undergraduate students' motivation to learn and attitudes towards English in multilingual Pakistan: A look at shifts in English as a world language. System, 82, 50–62. https://doi.org/10.1016/j.system.2019.02.015
  • Ryan, S. (2009). Self and identity in L2 motivation in Japan: The ideal L2 self and Japanese learners of English. In Z. Dörnyei, & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 120–143). Multilingual Matters.
  • Taguchi, T., Magid, M., & Papi, M. (2009). The L2 motivational self system among Japanese, Chinese and Iranian learners of English: A comparative study. In Z. Dörnyei, & E. Ushioda (Eds.) Motivation, language identity and the L2 self (pp. 66–97). Multilingual Matters.
  • Tatar, S. (2017). An overview of research on second/foreign language learner motivation and future directions. Cukurova University Faculty of Education Journal, 46(2), 697–710.
  • Ueki, M., & Takeuchi, O. (2013). Forming a clearer image of the ideal L2 self: the L2 Motivational Self System and learner autonomy in a Japanese EFL context. Innovation in Language Learning and Teaching, 7(3), 238–252.
  • Ushioda, E. (2015). Context and complex dynamic systems theory. In Z. Dörnyei, P. D. MacIntryre, & A. Henry (Eds.), Motivational dynamics in language learning (pp. 47-54). Multilingual Matters.
  • Verspoor, M. (2015). Initial conditions. In Z. Dörnyei, P. D. MacIntyre, &A. Henry (Eds.), Motivational dynamics in language learning (pp. 38-46). Multilingual Matters.
  • Waninge, F. (2015). Motivation, emotion and cognition: Attractor states in the classroom. In Z. Dörnyei, P. D. MacIntryre, & A. Henry (Eds.), Motivational dynamics in language learning (pp. 195-213). Multilingual Matters.
  • Wilson, R. (2013). Another language is another soul. Language and Intercultural Communication, 13(3), 298–309. https://doi.org/10.1080/14708477.2013.804534

Turkish EFL Learners’ Motivational Self Systems: A Cross-sectional Study

Year 2023, Volume: 52 Issue: 3, 696 - 710, 31.12.2023
https://doi.org/10.14812/cuefd.1311921

Abstract

This paper reports the findings of a research, with a twofold aim of investigating L2 motivational self system of Turkish EFL learners and exploring how the constructs of this model interact with each other. To this end, we conducted a mixed methods research with 1168 participants from three populations of Turkish EFL learners, secondary school, high school and university students. The findings show that the tripartite mode of L2 motivational self system explains the Turkish EFL learners’ language learning motivation and that the constructs of this model contribute towards the language learning motivation following different paths for the three groups of learners from secondary school, high school and university. To investigate the possible changes these constructs undergo over time, language learning motivation trajectories of individual learners were also explored. The findings show that there is a dynamic interplay among these constructs. The findings also indicate patterns and emergence of attractor states in these interactions. Finally, it is found that the attractor states themselves also undergo changes over the learners’ trajectories, shaping whilst being shaped by the components of L2 motivational self system.

References

  • Block, D. (2007). Second language identities. Continuum.
  • Busse, V., & Williams, M. (2010). Why German? Motivation of students studying German at English universities. The Language Learning Journal, 38(1), 67–85. https://doi.org/10.1080/09571730903545244
  • Chan, L., Dörnyei, Z., & Henry, A. (2015). Learner archetypes and signature dynamics in the language classroom: A retrodictive qualitative modelling approach to studying L2 motivation. In Z. Dörnyei, P. D. MacIntryre, & A. Henry (Eds.), Motivational dynamics in language learning (pp. 238-259). Multilingual Matters.
  • Course, S., & Saka, F. Ö. (2021). Investigating L2 motivational self system in the Turkish university context. Cukurova University Faculty of Education Journal, 50(2), 649–662. https://doi.org/10.14812/cuefd.955225
  • Csizer, K. & Kormos, J. (2009). Learning experiences, selves and motivated learning behaviour: A comparative analysis of structural models for Hungarian secondary and university learners of English. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, Language Identity and the L2 Self (pp. 98–119). Multilingual Matters.
  • Csizer, K. & Lukacs, G. (2010). The comparative analysis of motivation, attitudes and selves: The case of English and German in Hungary. System, 38, 1-13. https://doi.org/10.1016/j.system.2009.12.001
  • Dörnyei, Z. (2009a). Researching motivation: From integrativeness to the ideal L2 self. In S. Hunston, & D. Oakey (Eds.), Introducing applied linguistics: Concepts and skills (pp. 74-83). Routledge.
  • Dörnyei, Z. (2009b). The L2 motivational self system. In Z. Dörnyei, & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 9–42). Multilingual Matters.
  • Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53, 109–132. https://doi.org/10.1146/annurev.psych.53.100901.135153
  • Gardner, R. C. (2007) Motivation and second language acquisition. Porta Linguarum, 8, 9–20. https://doi.org/10.30827/Digibug.31616
  • Ghanizadeh, A., & Rostami, S. (2015). A Dörnyei- inspired study on second language motivation: A cross-comparison analysis in public and private contexts. Psychological Studies, 60(3), 292–301. https://doi.org/10.1007/s12646-015-0328-4
  • Henry, A. (2015). The dynamics of possible selves. In Z. Dörnyei, P. D. MacIntryre, & A. Henry (Eds.), Motivational dynamics in language learning (pp. 83-94). Multilingual Matters.
  • Higgins, E. T. (1989). Self-discrepancy theory: What patterns of self-beliefs cause people to suffer? Advances in Experimental Social Psychology, 22, 93–136. https://doi.org/10.1016/S0065-2601(08)60306-8
  • Hiver, P. (2015). Attractor states. In Z. Dörnyei, P. D. MacIntryre, & A. Henry (Eds.), Motivational dynamics in language learning (pp. 20-28). Multilingual Matters.
  • Huang, H.T., Hsu, C. C., & Chen, S. W. (2015). Identification with social role obligations, possible selves, and L2 motivation in foreign language learning. System, 51, 28–38. https://doi.org/10.1016/j.system.2015.03.003
  • Islam, M., Lamb, M., & Chambers, G. (2013). The L2 Motivational self system and national Interest: A Pakistani perspective. System, 41, 231–244. https://doi.org/10.1016/j.system.2013.01.025
  • Kormos, J., & Csizer, K. (2008) Age-related differences in the motivation of learning English as a foreign language: Attitudes, selves, and motivated learning behavior. Language Learning, 58(2), 327–355. https://doi.org/10.1111/j.1467-9922.2008.00443.x
  • Lamb, M. (2012). A self system perspective on young adolescents’ motivation to learn English in urban and rural settings. Language Learning, 62(4), 997–1023. https://doi.org/10.1111/j.1467-9922.2012.00719.x
  • Larsen-Freeman, D. (2015). Ten ‘lessons; from complex dynamic systems theory: What is on offer. In Z. Dörnyei, P. D. MacIntryre, & A. Henry (Eds.), Motivational dynamics in language learning (pp. 11-19). Multilingual Matters.
  • Li, Q. (2014). Differences in the motivation of Chinese learners of English in a foreign and second language context. System, 42, 451–461. https://doi.org/10.1016/j.system.2014.01.011
  • Markus, H., & Nurius, P. (1986). Possible Selves. American Psychologist, 41(9), 954–969. https://doi.org/10.1037/0003-066X.41.9.954
  • McEown, M. S., Noels, K. A., & Chaffe, K. E (2014). At the interface of the socio-educational model, self-determination theory and the L2 motivational self system models. In K. Csizer, & M. Magid (Eds.), The impact of self-concept on language learning (pp. 19–50). Multilingual Matters.
  • Mercer, S. (2014). Re-imagining the self as a network of relationships. In K. Csizer, & M. Magid (Eds.), The impact of self-concept on language learning (pp. 51–69). Multilingual Matters.
  • Mercer, S. (2015). Dynamics of self: A multilevel nested systems of approach. In Z. Dörnyei, MacIntyre, P. D., & Henry, A. (Eds.), Motivational dynamics in language learning (pp. 139-163). Multilingual Matters.
  • Moskovsky C., Assulaimani, T., Racheva. S., & Harkins, J. (2016). The L2 motivational self system and L2 achievement: A study of Saudi EFL learners. The Modern Language Journal, 100(3), 641–654. https://doi.org/10.1111/modl.12340
  • Papi, M. (2010). The L2 motivational self system, L2 anxiety, and motivated behaviour: A structural equation modelling approach. System, 38, 467–479. https://doi.org/10.1016/j.system.2010.06.011
  • Papi, M., & Teimouri, Y. (2012). Dynamics of Selves and motivation: A cross-sectional study in the EFL context in Iran. International Journal of Applied Linguistics, 22(5), 287–309. https://doi.org/10.1111/j.1473-4192.2012.00312.x
  • Rasool, G., & Winke, P. (2019). Undergraduate students' motivation to learn and attitudes towards English in multilingual Pakistan: A look at shifts in English as a world language. System, 82, 50–62. https://doi.org/10.1016/j.system.2019.02.015
  • Ryan, S. (2009). Self and identity in L2 motivation in Japan: The ideal L2 self and Japanese learners of English. In Z. Dörnyei, & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 120–143). Multilingual Matters.
  • Taguchi, T., Magid, M., & Papi, M. (2009). The L2 motivational self system among Japanese, Chinese and Iranian learners of English: A comparative study. In Z. Dörnyei, & E. Ushioda (Eds.) Motivation, language identity and the L2 self (pp. 66–97). Multilingual Matters.
  • Tatar, S. (2017). An overview of research on second/foreign language learner motivation and future directions. Cukurova University Faculty of Education Journal, 46(2), 697–710.
  • Ueki, M., & Takeuchi, O. (2013). Forming a clearer image of the ideal L2 self: the L2 Motivational Self System and learner autonomy in a Japanese EFL context. Innovation in Language Learning and Teaching, 7(3), 238–252.
  • Ushioda, E. (2015). Context and complex dynamic systems theory. In Z. Dörnyei, P. D. MacIntryre, & A. Henry (Eds.), Motivational dynamics in language learning (pp. 47-54). Multilingual Matters.
  • Verspoor, M. (2015). Initial conditions. In Z. Dörnyei, P. D. MacIntyre, &A. Henry (Eds.), Motivational dynamics in language learning (pp. 38-46). Multilingual Matters.
  • Waninge, F. (2015). Motivation, emotion and cognition: Attractor states in the classroom. In Z. Dörnyei, P. D. MacIntryre, & A. Henry (Eds.), Motivational dynamics in language learning (pp. 195-213). Multilingual Matters.
  • Wilson, R. (2013). Another language is another soul. Language and Intercultural Communication, 13(3), 298–309. https://doi.org/10.1080/14708477.2013.804534
There are 36 citations in total.

Details

Primary Language English
Subjects Specialist Studies in Education (Other)
Journal Section Article
Authors

Simla Course 0000-0003-2977-853X

Fatma Özlem Saka 0000-0003-0647-9983

Publication Date December 31, 2023
Submission Date June 9, 2023
Published in Issue Year 2023 Volume: 52 Issue: 3

Cite

APA Course, S., & Saka, F. Ö. (2023). Turkish EFL Learners’ Motivational Self Systems: A Cross-sectional Study. Cukurova University Faculty of Education Journal, 52(3), 696-710. https://doi.org/10.14812/cuefd.1311921

Copyright © 2011

Cukurova University Faculty of Education

All rights reserved