Modeling the Relationship between Revised L۲ Motivational Self System, L۲ Emotions, Motivated Learning Behavior, and L۲ Proficiency

L۲ Motivational Self System (Dörnyei, ۲۰۰۵, ۲۰۰۹) holds a remarkable potency in explaining the long-term routes to L۲ acquisition. Meanwhile, due to the prevalence of dynamic systems perspective, the theory has been awaited to account for the affective and cognitive aspects of L۲ learning. The present study attempted to test an integrated model to examine the correlations between components of the revised L۲MSS, L۲ emotions of Enjoyment and Boredom, Intended Learning Effort, Vigilant and Eager L۲ Use, and L۲ Proficiency utilizing structural equation modeling. The data was obtained from ۳۵۰ TOEFL test takers in ETS official centers in Iran. The results demonstrated the strongest prediction of Intended Learning Effort by Ought L۲ Self/Own, coming next to the Ideal L۲ Self/Own and Ideal L۲ Self/Other. Ideal L۲ Self/Own and L۲ Learning Experience were positive predictors of L۲ Enjoyment, whereas Ought L۲ Self/Other and L۲ Learning Experience had a positive and negative impact on L۲ Boredom, respectively; L۲ Enjoyment predicted Intended Learning Effort and Eager L۲ Use positively, whereas L۲ Intended Learning Effort Vigilant L۲ Use were predicted negatively and positively by Boredom, respectively. Moreover, Eager L۲ Use and Intended Learning Effort were positive predictors of L۲ Proficiency; however, Vigilant L۲ Use was conversely related to L۲ Proficiency. Overall, the findings illustrate the superiority of a promotion orientation to L۲ learning and the equal importance of quality and quantity of the Motivated Learning Behavior, which has significant pedagogical implications in terms of motivational and self-regulatory learning strategies in designing and managing L۲ classroom tasks.

Keywords:

Boredom , Eager L۲ Use , L۲ Motivational Self-System , L۲ Proficiency , Regulatory Focus Theory