Abstract
In this era of globalization, Dornyei (2005) proposed a new motivational concept composed of the Ideal and Ought-to L2 Selves and L2 Learning Experience to grasp motivation in various settings. However, the interrelationship among the three has not sufficiently been discussed, although there have been various empirical findings related to L2 Selves. Additionally, the possible role of pedagogical intervention in the development of L2 selves has not been focused on. Thus, the present study examined how these two L2 Selves would change in the classroom, in relation to the change of intrinsic and extrinsic motivation, which were thought to reflect learners' perceptions of learning experiences in the classroom. The study administered a questionnaire to 140 Japanese EFL university students twice in April and July, and compared mean differences of the variables between the two data-collection points. The results showed that L2 Selves tend to change in the classroom. Moreover, changes of the Ideal and Ought-to L2 Selves were also found to be related to changes of intrinsic and extrinsic motivation.
