Taiwanese University Students’ Ideal L2 Selves and Autonomy: Does High School Program Make a Difference?
There has been an increased interest in L2 learners’ motivation and autonomy over the past several decades, and both variables are recognized as.
- Pub. date: November 15, 2019
- Pages: 567-575
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There has been an increased interest in L2 learners’ motivation and autonomy over the past several decades, and both variables are recognized as characteristics of successful language learners. The L2 motivational self system (L2MSS) is a recent approach to L2 motivation research that sheds light on many aspects of a language learners’ self. Additionally, autonomy is known to promote long-term foreign language learning success. Understanding these measures and what variables influence them can help educators determine how to best help their students achieve success in language learning. This study examines Taiwanese university students’ ideal L2 selves and autonomy as measured on questionnaires. This study seeks to examine whether any differences exist between Taiwanese students who attended normal, comprehensive, or vocational high school programs in Taiwan. The results show that while differences exist and several of the L2MSS and autonomy variables are strongly correlated, there are no significant differences between students in these three groups. The results suggest that there may be other variables not measured in this study which do have an impact on a learners’ L2MSS and/or autonomy.
Keywords: Motivation, autonomy, L2 motivational self system, Taiwanese learners.
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