抄録
The purpose of the present study is to investigate the impact of the study abroad
(SA) experience in an English-speaking country on Japanese university students. This
study focuses specifically on the interplay of affective variables and L2 proficiency,
using the framework of the L2 Motivational Self System. The data obtained through
the questionnaires were analysed by using a multiple structural equation modelling
(SEM) approach. The proposed SEM model showed that the L2 Motivational Self
System could be developed into an integrative framework that accounts for not only L2
motivation but also the interplay of various affective variables and L2 proficiency all
in one system. More specifically, the study found that the influences of the ideal L2
self, self-efficacy, and L2 learning attitude on motivated learning behaviour became
stronger after SA experience. Additionally, L2 anxiety decreased significantly after SA.
The ought-to L2 self, which had had less influence on motivated learning behaviour,
turned out to have a significant positive impact on it after SA. Based on these findings,
the authors argue that SA experience consolidates the robustness of L2 learners'
motivation, which in turn contributes to maintenance of their motivated learning
behaviour and, consequently, improvement of their L2 proficiency.
