Your browser does not support the PubReader view.
Go to this page to see a list of supporting browsers.
The Korean Association for the Study of English Language and Linguistics
[ Article ]
Korea Journal of English Language and Linguistics - Vol. 25, No. 0, pp.233-246
ISSN: 1598-1398 (Print) 2586-7474 (Online)
Print publication date 31 Jan 2025
Received 26 Dec 2024 Revised 24 Jan 2025 Accepted 10 Feb 2025
DOI: https://doi.org/10.15738/kjell.25..202502.233

Exploring Relationships Among Goal Orientations, the L2 Motivational Self System, and L2 Anxiety

Minyoung Cho
Associate Professor, Korea UniversityEnglish Language and LiteratureAnam-ro 145, Seongbuk-guSeoul, 02841, Korea (ROK), Tel: 02-3290-1986 mycho27@korea.ac.kr


© 2025 KASELL All rights reserved
This is an open-access article distributed under the terms of the Creative Commons License, which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.

Abstract

Previous studies have demonstrated that the ideal L2 self and the ought-to L2 self within the L2 Motivational Self System (L2MSS) represent distinct motivational and behavioral patterns. Building on this, the present study examines the underlying motivational structures by exploring the relationships between goal orientations, the L2MSS, and L2 anxiety through structural equation modeling (SEM). Specifically, the model investigates how mastery and performance orientations influence the ideal L2 self, the ought-to L2 self, L2 anxiety, and L2 experience, as well as how these variables interact to shape L2 motivation. Data were collected from 141 Korean university students who completed questionnaires assessing their existing motivational dimensions. While the model fit indices suggest a suboptimal fit, meaningful relationships emerged among the variables. Mastery orientation was found to positively predict both the ideal L2 self and L2 experience, whereas performance orientation was associated with heightened anxiety. Also, the study found L2 anxiety may enhance L2 motivation to some extent. These findings give insights into the complex interplay between cognitive and emotional factors in shaping L2 motivation.

Keywords:

goal orientations, L2 Motivational Self System, L2 anxiety, L2 motivation

Acknowledgments

This study was supported by a faculty research grant from the College of Liberal Arts at Korea University in 2024.

References

  • Alamer, A. and J. Lee. 2019. A motivational process model explaining L2 Saudi students’ achievement of English. System 87, 102133. [https://doi.org/10.1016/j.system.2019.102133]
  • Al-Hoorie, A. H. 2018. The L2 Motivational Self System: A meta-analysis. Studies in Second Language Learning and Teaching 8(4), 721-754. [https://doi.org/10.14746/ssllt.2018.8.4.2]
  • Ben Maad, M. R. 2012. Researching task difficulty from an individual differences perspective: The case of goal orientation. Australian Review of Applied Linguistics 35(1), 28-47. [https://doi.org/10.1075/aral.35.1.02ben]
  • Boo, Z., Dörnyei, Z., and Ryan, S. 2015. L2 motivation research 2005–2014: Understanding a publication surge and a changing landscape. System 55, 145-157. [https://doi.org/10.1016/j.system.2015.10.006]
  • Brown, J. D. 1980. Relative merits of four methods for scoring cloze tests. The Modern Language Journal 64(3), 311-317. [https://doi.org/10.1111/j.1540-4781.1980.tb05198.x]
  • Cho, M. 2021. Regulatory fit effects on the acquisition of lexical stress: A classroom-based study. Studies in Second Language Acquisition 43, 1094-1115. [https://doi.org/10.1017/S0272263121000334]
  • Cheng, Y., Horwitz, E., and Schallert, D. 1999. Language anxiety: Differentiating writing and speaking components. Language Learning 49(3), 417-446. [https://doi.org/10.1111/0023-8333.00095]
  • Dewaele, J. M., and MacIntyre, P. D. 2014. The two faces of Janus? Anxiety and enjoyment in the foreign language classroom. Studies in Second Language Learning and Teaching 4(2), 237-274. [https://doi.org/10.14746/ssllt.2014.4.2.5]
  • Dörnyei, Z. 2003. Attitudes, orientations, and motivations in language learning: Advances in theory, research, and applications. Language Learning 53(1), 3-32. [https://doi.org/10.1111/1467-9922.53222]
  • Dörnyei, Z. 2009. The L2 Motivational Self System. In Z. Dörnyei and E. Ushioda (Eds.), Motivation, Language Identity and the L2 Self (pp. 9-41). Bristol, UK: Multilingual Matters. [https://doi.org/10.21832/9781847691293-003]
  • Dörnyei, Z. 2019. Towards a better understanding of the L2 Learning Experience, the Cinderella of the L2 Motivational Self System. Studies in Second Language Learning and Teaching 9(1), 19-30. [https://doi.org/10.14746/ssllt.2019.9.1.2]
  • Dörnyei, Z. 2020. Innovations and Challenges in Language Learning Motivation. Abingdon: Routledge. [https://doi.org/10.4324/9780429485893]
  • Dweck, C. 1986. Motivational processes affecting learning. American Psychologist 41(10), 1040-1048. [https://doi.org/10.1037//0003-066X.41.10.1040]
  • Dykman, B. M. 1998. Integrating cognitive and motivational factors in depression: Initial tests of a goal-orientation approach. Journal of Personality and Social Psychology 74(1), 139-158. [https://doi.org/10.1037//0022-3514.74.1.139]
  • Elliot, A. J., and Harackiewicz, J. M. 1994. Goal setting, achievement orientation, and intrinsic motivation: A mediational analysis. Journal of Personality and Social Psychology 66(5), 968-980. [https://doi.org/10.1037//0022-3514.66.5.968]
  • Elliot, A. J., and Harackiewicz, J. M. 1996. Approach and avoidance achievement goals and intrinsic motivation analysis: A mediational analysis. Journal of Personality and Social Psychology 70(3), 461-475. [https://doi.org/10.1037//0022-3514.70.3.461]
  • Fredrickson, B. L. 2013. Updated thinking on positivity ratios. American Psychologist 68, 814-822 [https://doi.org/10.1037/a0033584]
  • Grant, H., and Dweck, C. S. 2003. Clarifying achievement goals and their impact. Journal of Personality and Social Psychology 85(3), 541-553. [https://doi.org/10.1037/0022-3514.85.3.541]
  • Gregersen, T., and Horwitz, E. K. 2002. Language learning and perfectionism: Anxious and non-anxious language learners’ reactions to their own oral performance. The Modern Language Journal 86(4), 562-570. [https://doi.org/10.1111/1540-4781.00161]
  • Gregersen, T., MacIntyre, P. D., and Meza, M. D. 2014. The motion of emotion: Idiodynamic case studies of learners' foreign language anxiety. The Modern Language Journal 98(2), 574-588. [https://doi.org/10.1111/j.1540-4781.2014.12084.x]
  • Han, Y. 2023. Motivations for learning Korean in Vietnam: L2 selves and regulatory focus perspectives. Journal of Language, Identity and Education 22(6), 559-573. [https://doi.org/10.1080/15348458.2021.1935961]
  • Hashimoto, Y. 2002. Motivation and willingness to communicate as predictors of reported L2 use: The Japanese ESL Context. Second Language Studies 20(2), 29-70.
  • Henry, A., and Liu, M. 2024. L2 motivation and self-regulated learning: An integrated model. System 123, 103301. [https://doi.org/10.1016/j.system.2024.103301]
  • Higgins, E. T. 1987. Self-discrepancy: A theory relating self and affect. Psychological Review 94(3), 319-340. [https://doi.org/10.1037//0033-295X.94.3.319]
  • Higgins, E. T. 1997. Beyond pleasure and pain. The American Psychologist 52(12), 1280-1300. [https://doi.org/10.1037//0003-066X.52.12.1280]
  • Higgins, E. T. 2012. Beyond pleasure and pain: How motivation works. Oxford University Press. [https://doi.org/10.1093/acprof:oso/9780199765829.001.0001]
  • Horvath, M., Herleman, H. A., and McKie, R. L. 2006. Goal orientation, task difficulty, and task interest: A multilevel analysis. Motivation and Emotion 30(2), 169-176. [https://doi.org/10.1007/s11031-006-9029-6]
  • Horwitz, E. K., Horwitz, M. B., and Cope, J. 1986. Foreign language classroom anxiety. Modern Language Journal 70(2), 125-132. [https://doi.org/10.1111/j.1540-4781.1986.tb05256.x]
  • Jiang, C., and Papi, M. 2022. The motivation‐anxiety interface in language learning: A regulatory focus perspective. International Journal of Applied Linguistics 32(1), 25-40. [https://doi.org/10.1111/ijal.12375]
  • Khajavy, G. H., and Ghonsooly, B. 2017. Predictors of willingness to read in English: Testing a model based on possible selves and self-confidence. Journal of Multilingual and Multicultural Development 38(10), 871- 885. [https://doi.org/10.1080/01434632.2017.1284853]
  • Koul, R., Roy, L., Kaewkuekool, S., and Ploisawaschai, S. 2009. Multiple goal orientations and foreign language anxiety. System 37(4), 676-688. [https://doi.org/10.1016/j.system.2009.09.011]
  • Lau, K., and Lee, J. 2008. Examining Hong Kong students’ achievement goals and their relations with students’ perceived classroom environment and strategy use. Educational Psychology 28(4), 357-372. [https://doi.org/10.1080/01443410701612008]
  • MacIntyre, P. D., and Doucette, J. 2010. Willingness to communicate and action control. System 38(2), 161-171. [https://doi.org/10.1016/j.system.2009.12.013]
  • MacIntyre, P. D., and Gardner, R. C. 1989. Anxiety and second language learning: Toward a theoretical clarification. Language Learning 39, 251-275. [https://doi.org/10.1111/j.1467-1770.1989.tb00423.x]
  • Moskovsky, C., Assulaimani, T., Racheva, S., and 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]
  • Ng, C. C. 2009. Profiling learners’ achievement goals when completing academic essays. Educational Psychology 29(3), 279-295. [https://doi.org/10.1080/01443410902797988]
  • Noels, K. A., Pelletier, L. G., Clément, R., and Vallerand, R. 2000. Why are you learning a second language? Motivational orientations and self-determination theory. Language Learning 50(1), 57-85. [https://doi.org/10.1111/0023-8333.00111]
  • Papi, M. 2010. The L2 Motivational Self System, L2 anxiety, and motivated behavior: A structural equation modeling approach. System 38(3), 467-479. [https://doi.org/10.1016/j.system.2010.06.011]
  • Papi, M., and Khajavy, G. H. 2021. Motivational mechanisms underlying second language achievement: A regulatory focus perspective. Language Learning 71(2), 537-572. [https://doi.org/10.1111/lang.12443]
  • Papi, M., and Teimouri, Y. 2014. Language learner motivational types: A cluster analysis study. Language Learning 64(3), 493-525. [https://doi.org/10.1111/lang.12065]
  • Papi, M., Bondarenko, A. V., Mansouri, S., Feng, L., and Jiang, C. 2019. Rethinking L2 motivation research: The 2×2 model of L2 self-guides. Studies in Second Language Acquisition 41(2), 337-361. [https://doi.org/10.1017/S0272263118000153]
  • Payne, S. C., Youngcourt, S. S., and Beaubien, J. M. 2007. A meta-analytic examination of the goal orientation nomological net. The Journal of Applied Psychology 92(1), 541-553. [https://doi.org/10.1037/0021-9010.92.1.128]
  • Pintrich, P. R., and Schunk, D. 2002. Motivation in Education: Theory, Research and Applications. Englewood Cliffs: Prentice-Hall.
  • Sideridis, G. D. 2005. Goal orientation, academic achievement, and depression: Evidence in favor of a revised goal theory framework. Journal of Educational Psychology 97(3), 366-375. [https://doi.org/10.1037/0022-0663.97.3.366]
  • Taguchi, T., Magid, M., and Papi, M. 2009. The L2 Motivational Self System among Japanese, Chinese and Iranian learners of English: A comparative study. In Z. Dörnyei and E. Ushioda (Eds.), Motivation, Language Identity and the L2 Self (pp. 66-97). Bristol: Multilingual Matters. [https://doi.org/10.21832/9781847691293-005]
  • Teimouri, Y. 2017. L2 selves, emotions, and motivated behaviors. Studies in Second Language Acquisition 39(4), 681-709. [https://doi.org/10.1017/S0272263116000243]
  • Tremblay, A. 2011. Proficiency assessment standards in second language acquisition research. Studies in Second Language Acquisition 33(3), 339-372. [https://doi.org/10.1017/S0272263111000015]
  • Wang, Y., Xu, J., Li, H., and Qi, J. 2024. The impact of future L2 selves and positive emotions on self-regulated writing strategies: A mixed method approach. Language Teaching Research, 13621688241229534. [https://doi.org/10.1177/13621688241229534]
  • Wolters, C. a., Yu, S. L., and Pintrich, P. R. 1996. The relation between goal orientation and students’ motivational beliefs and self-regulated learning. Learning and Individual Differences 8(3), 211-238. [https://doi.org/10.1016/S1041-6080(96)90015-1]
  • Yashima, T., Zenuk-Nishide, L., and Shimizu, K. 2004. The influence of attitudes and affect on willingness to communicate and second language. Language Learning 54(1), 119-152. [https://doi.org/10.1111/j.1467-9922.2004.00250.x]
  • Yeo, G. B., and Neal, A. 2004. A multilevel analysis of effort, practice, and performance: Effects of ability, conscientiousness, and goal orientation. The Journal of Applied Psychology 89(2), 231-247. [https://doi.org/10.1037/0021-9010.89.2.231]
  • Yeo, G. B., Loft, S., Xiao, T., and Kiewitz, C. 2009. Goal orientations and performance: Differential relationships across levels of analysis and as a function of task demands. The Journal of Applied Psychology 94(3), 710- 726 [https://doi.org/10.1037/a0015044]
  • Yousefi, M., and Mahmoodi, M. H. 2022. The L2 Motivational Self System: A meta‐analysis approach. International Journal of Applied Linguistics 32(2), 274-294. [https://doi.org/10.1111/ijal.12416]