A Study on the Effects of L2 Motivational Self System and Language Learning Anxiety on English Performance of Non-English Major Undergraduates

Research Article
Open access

A Study on the Effects of L2 Motivational Self System and Language Learning Anxiety on English Performance of Non-English Major Undergraduates

Yihao Li 1*
  • 1 China University of Petroleum    
  • *corresponding author 2020012244@student.cup.edu.cn
Published on 20 November 2023 | https://doi.org/10.54254/2753-7048/23/20230438
LNEP Vol.23
ISSN (Print): 2753-7056
ISSN (Online): 2753-7048
ISBN (Print): 978-1-83558-125-4
ISBN (Online): 978-1-83558-126-1

Abstract

In the context of the evolving landscape of humanistic psychology and the introduction of the affective filter hypothesis, researchers have increasingly shifted their focus towards students’ emotional factors, particularly encompassing learning motivation and anxiety. This departure marks a shift away from the traditionally emphasized intelligence factors. Grounded in Dörnyei’s L2 Motivational Self System (L2MSS) and Horwitz’s anxiety classification, this study engages a cohort of 107 non-English major undergraduates. Through the application of quantitative research methods, the investigation aims to explore the prevailing status of L2MSS and foreign language anxiety among these students, while also revealing correlations that exist among L2MSS, foreign language anxiety, and English achievements. The study uncovers that a majority of non-English major undergraduates exhibit moderate levels of the L2MSS and language learning anxiety. Notably, significant disparities are observed across all dimensions of L2MSS and learning anxiety among students with varying levels of achievements. Furthermore, the research underscores a notably negative correlation between the L2MSS and learning anxiety. In parallel, a substantial positive correlation emerges between L2MSS and English achievements, while learning anxiety demonstrates a robust negative correlation with English achievements. Expanding upon these insights, this study aims to provide thoughtful recommendations for college English education. The objective is to elevate the levels of non-English major undergraduates’ ideal L2 self, enhance their involvement in active second language learning experiences, and effectively alleviate their foreign language learning anxiety.

Keywords:

non-English major undergraduates, L2MSS, language learning anxiety, English performance

Li,Y. (2023). A Study on the Effects of L2 Motivational Self System and Language Learning Anxiety on English Performance of Non-English Major Undergraduates. Lecture Notes in Education Psychology and Public Media,23,190-200.
Export citation

References

[1]. Deng,C.M. (2021). Implications of the Affective Filter Hypothesis for English Teaching. English on Campus (15),54-55.

[2]. Li, S.L.(2011). A Brief Discussion on Anxiety and Motivation in Second Language Acquisition. Journal of Science and Education (Last Ten-Day Period).(04),54-55.

[3]. Wei, F.F. & He, H.Q. (2013). The Influence of Motivational Factors on Second Language Acquisition in Individual Differences. English Abroad (01),41-44.

[4]. Skehan, P. (1989) Individual Differences in Second Language Acquisition. London:Edward Arnold.

[5]. Aydın, G., & Michou, A. (2020). Self-determined motivation and academic buoyancy as predictors of achievement in normative settings. British Journal of Educational Psychology, 90(4), 964-980.

[6]. Dörnyei, Z. (2005). The Psychology of the Language Learner: Individual Differences in Second Language Acquisition. Mahwah: Lawrence Erlbaum Associates, Inc.

[7]. Horwitz, E. K., Horwitz, M. B. ＆ Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70, 125-132.

[8]. Liu, Z., Yao, X.J. & Hu, S.F. (2012). Structural Analysis of Second Language self, Anxiety and Motivation Learning Behavior of College Students. Foreign Languages(06),28-37.

[9]. Taguchi, T., Magid, M., & Papi, M. (2009). The L2 motivational self system among Japanese, Chinese and Iranian learners of English: A comparative study. Motivation, language identity and the L2 self, 36, 66-97.

[10]. Oxford, R. L. (1999). Anxiety and the language learner: New insights. Affect in language learning, 58(3), 67-91.

[11]. Qin, X.Q. (2003). Quantitative Data Analysis in Foreign Language Teaching Research [M]. Wuhan: Huazhong University of Science and Technology, 37-40.

[12]. Noels, K. A. (2001). New orientations in language learning motivation: Towards a model of intrinsic, extrinsic, and integrative orientations and motivation. Motivation and second language acquisition, 23, 43-68.

[13]. Dörnyei, Z. (2009). The L2 motivational self system. Motivation, language identity and the L2 self, 36(3), 9-11.

[14]. Dörnyei, Z., & Ushioda, E. (2021). Teaching and researching motivation.

[15]. Foss, K. A., & Reitzel, A. C. (1988). A relational model for managing second language anxiety. TESOL quarterly, 22(3), 437-454.

Cite this article

Li,Y. (2023). A Study on the Effects of L2 Motivational Self System and Language Learning Anxiety on English Performance of Non-English Major Undergraduates. Lecture Notes in Education Psychology and Public Media,23,190-200.

Data availability

The datasets used and/or analyzed during the current study will be available from the authors upon reasonable request.

Disclaimer/Publisher's Note

The statements, opinions and data contained in all publications are solely those of the individual author(s) and contributor(s) and not of EWA Publishing and/or the editor(s). EWA Publishing and/or the editor(s) disclaim responsibility for any injury to people or property resulting from any ideas, methods, instructions or products referred to in the content.

About volume

Volume title: Proceedings of the International Conference on Global Politics and Socio-Humanities

ISBN：978-1-83558-125-4(Print) / 978-1-83558-126-1(Online)
Editor：Javier Cifuentes-Faura, Enrique Mallen
Conference website: https://www.icgpsh.org/
Conference date: 13 October 2023
Series: Lecture Notes in Education Psychology and Public Media
Volume number: Vol.23
ISSN：2753-7048(Print) / 2753-7056(Online)

© 2024 by the author(s). Licensee EWA Publishing, Oxford, UK. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license. Authors who publish this series agree to the following terms:
1. Authors retain copyright and grant the series right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this series.
2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the series's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this series.
3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See Open access policy for details).

References

[1]. Deng,C.M. (2021). Implications of the Affective Filter Hypothesis for English Teaching. English on Campus (15),54-55.

[2]. Li, S.L.(2011). A Brief Discussion on Anxiety and Motivation in Second Language Acquisition. Journal of Science and Education (Last Ten-Day Period).(04),54-55.

[3]. Wei, F.F. & He, H.Q. (2013). The Influence of Motivational Factors on Second Language Acquisition in Individual Differences. English Abroad (01),41-44.

[4]. Skehan, P. (1989) Individual Differences in Second Language Acquisition. London:Edward Arnold.

[5]. Aydın, G., & Michou, A. (2020). Self-determined motivation and academic buoyancy as predictors of achievement in normative settings. British Journal of Educational Psychology, 90(4), 964-980.

[6]. Dörnyei, Z. (2005). The Psychology of the Language Learner: Individual Differences in Second Language Acquisition. Mahwah: Lawrence Erlbaum Associates, Inc.

[7]. Horwitz, E. K., Horwitz, M. B. ＆ Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70, 125-132.

[8]. Liu, Z., Yao, X.J. & Hu, S.F. (2012). Structural Analysis of Second Language self, Anxiety and Motivation Learning Behavior of College Students. Foreign Languages(06),28-37.

[9]. Taguchi, T., Magid, M., & Papi, M. (2009). The L2 motivational self system among Japanese, Chinese and Iranian learners of English: A comparative study. Motivation, language identity and the L2 self, 36, 66-97.

[10]. Oxford, R. L. (1999). Anxiety and the language learner: New insights. Affect in language learning, 58(3), 67-91.

[11]. Qin, X.Q. (2003). Quantitative Data Analysis in Foreign Language Teaching Research [M]. Wuhan: Huazhong University of Science and Technology, 37-40.

[12]. Noels, K. A. (2001). New orientations in language learning motivation: Towards a model of intrinsic, extrinsic, and integrative orientations and motivation. Motivation and second language acquisition, 23, 43-68.

[13]. Dörnyei, Z. (2009). The L2 motivational self system. Motivation, language identity and the L2 self, 36(3), 9-11.

[14]. Dörnyei, Z., & Ushioda, E. (2021). Teaching and researching motivation.

[15]. Foss, K. A., & Reitzel, A. C. (1988). A relational model for managing second language anxiety. TESOL quarterly, 22(3), 437-454.

For authors
Guide for authors Policies for authors Aims and scope Subscription Open access policy
For editors
Policies for editors Editorial board
For reviewers
Policies for reviewers Privacy policy

Cookies are used by this site.
Copyright © 2024 EWA Publishing, its licensors, and contributors. All rights reserved, including text and data mining, AI training, and similar technologies.