Feared L2 Self as an Emerging Component of the Reconceptualized L2 Motivational Self System

Autor/in	Peker, Hilal
Titel	Feared L2 Self as an Emerging Component of the Reconceptualized L2 Motivational Self System
Quelle	In: Eurasian Journal of Applied Linguistics, 6 (2020) 3, S.361-386 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Peker, Hilal)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2149-1135
Schlagwörter	Second Language Learning; Second Language Instruction; English (Second Language); Learning Motivation; Correlation; Fear; Self Concept; Models; Structural Equation Models; Learning Experience; Student Attitudes; Adult Students; Learning Theories; Graduate Students; Undergraduate Students; English for Academic Purposes; Intensive Language Courses; Foreign Students + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Motivation for studies; Lernmotivation; Korrelation; Furcht; Selbstkonzept; Analogiemodell; Lernerfahrung; Schülerverhalten; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Learning theory; Lerntheorie; Graduate Study; Aufbaustudium; Graduiertenstudium; Hauptstudium; Intensivkurs; Sprachkurs
Abstract	The purpose of this non-experimental quantitative study was to measure Feared L2 Self (FL2S) as a new component of the existing L2 Motivational Self System (L2MSS) and offer a new model through partial least squares structural equation modeling (PLS-SEM). As for the instrument to measure L2 selves, an adopted survey consisting of 72 5-point Likert scale items, five open-ended questions, and a demographic questionnaire was distributed; however, for the purpose of this study, only L2 self related items and constructs were included in the measurement and structural model. The participants were 1022 adult English language learners (ELLs), and ELLs' English learning experience was redefined as the collection of everyday ESL learning experiences. Results indicated that the strongest relationship was between English learning experience (ELExp) and Ideal L2 Self (IL2S) component, which is also supported by previous studies. Furthermore, the second strongest relationship was between Ought-to L2 Self (OL2S) and FL2S, as well as between ELExp and OL2S. FL2S was an emerging factor reconceptualizing the L2 Motivational Self System (R-L2MSS). Considering the large number of participants and the data obtained from all over the U.S., this study proposes a new and important concept. In the light of these results, implications are provided for ELLs and ESL teachers. (As Provided).
Anmerkungen	Eurasian Journal of Applied Linguistics. Canakkale Onsekiz Mart University, Anafartalar Campus Faculty of Education Department of Foreign Language Education, Canakkale 07100, Turkey. e-mail: editor@ejal.info; Website: https://www.ejal.info/index.php/ejal
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01