Abstract
The purpose of this study is to validate, in a Japanese EFL context, the L2 motivational self system (Dornyei, 2005) with some hypothesized relationship among (1) its underlying tenets, i.e., the ideal L2 self, the ought-to L2 self, and L2 learning experience (including L2 learning attitude and others' influence), (2) L2 learners' motivation, (3) L2 anxiety, (4) self-efficacy, and (5) the perceived amount of information related to learners' future self-guides. A total of 151 EFL Japanese university students participated in this study. The data, which were obtained through a questionnaire were analysed using a structural equation modeling (SEM) approach. The proposed SEM model showed that the perceived amount of information and self-efficacy have a positive influence on the ideal L2 self. It also revealed that the ideal L2 self and L2 learning attitude positively affect learners' motivation, while others' influence and the ought-to L2 self have a strong impact on L2 anxiety that negatively affects learners' motivation. On the basis of these findings, the authors argue that the L2 motivational self system can be developed into an integrative framework that explains not only L2 learners' motivation but also other affective variables such as anxiety and self-efficacy, all in one system.
