Application of L2 motivational self system on Chinese learners of English in an ESL context

Abstract

This mixed-methods thesis applies Dörnyei’s (2005) L2 Motivational Self System and Li’s (2017) survey with Chinese students. The 65 participants came from a population of undergraduate and graduate students studying at the University of Illinois at Urbana-Champaign. Students answered 33 Likert scale questions related to nine motivational factors to understand what currently motivated them to study English. 11 students also participated in qualitative interviews to identify if any shifts in motivation occurred during the individual’s lives. Students were found to be highly motivated by instrumentality-promotion and a strong ideal L2 self as they found English to be a helpful tool for them to achieve their personal goals. In addition, family influence was not a strong negative motivator in students’ lives, but they found a lot of support from their parents.