Influence of Learner Beliefs and Gender on the Motivating Power of L2 Selves

Abstract

AbstractThis study investigates 3 unexplored issues regarding Second Language (L2) Motivational Self System theory. It further validates the theory using multiple structural equation modeling (SEM) along with a procedure comparing the strength of corresponding paths. Japanese university freshmen (N = 2,631) responded to a questionnaire and took the TOEFL‐ITP test. Results showed the following: (a) Stronger Ideal and Ought‐to L2 self visions led to intended effort, accounting in turn for higher levels of objectively measured proficiency. (b) Two types of learner beliefs reflecting L2 learning experience—Communication Orientation (the tendency to value extensive use of language) and Grammar–Translation Orientation (the tendency to value learning grammar explicitly)—influenced the 2 future selves differently. The former affected Ideal self more than Ought‐to self, while the reverse was true of the latter. (c) Women's greater tendency to value communication activities influenced their stronger vision of Ideal L2 self. A stronger link between Grammar–Translation Orientation and Ought‐to self in male students than in female students was found. Finally, the etic approach using SEM allowed for a comparison of studies conducted in different sociocultural contexts, showing stronger motivating power for Ought‐to self in Japan along with gender differences, a finding with context‐specific explanations.