4. The L2 Motivational Self System among Japanese, Chinese and Iranian Learners of English: A Comparative Study
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When investigated empirically in diverse global contexts, the Ideal L2 self and the L2 learning experience are consistently found to be more closely related to actual or intended learning effort than any other motivational constructs.
“Wheninvestigated empirically in diverse global contexts, the Ideal L2 self and the L2 learning experience are consistently found to be more closely related to actual or intended learning effort than any other motivational constructs (such as integrative or instrumental orientations, cultural interest, parental encouragement - see Taguchi, Magid & Papi 2009; Kormos, Kiddle & Csiz´ er 2011).”
From The motivational dimension of language teaching (2017) · cites this paper as Taguchi, Magid & Papi 2009
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- Authors
- Taguchi, T., Magid, M., & Papi, M.
- ORCID
- Papi, Mostafa
- Venue
- Motivation, Language Identity and the L2 Self
- Publisher
- Multilingual Matters
- Published
- 2009-12-31
- Pages
- 66-97
- OpenAlex
- W2800880283
- Cited by
- 687
- References
- 0
- Citations by year
- 2026: 31 · 2025: 47 · 2024: 77 · 2023: 79 · 2022: 76 · 2021: 62 · 2020: 74 · 2019: 51 · 2018: 51 · 2017: 36 · 2016: 23 · 2015: 19 · 2014: 16 · 2013: 19 · 2012: 12
- FWCI
- 36.27
- Type
- book chapter
- Language
- en
- Open access
- closed
- Locations
- Multilingual Matters eBooks (publishedVersion)
- Topics
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Social Sciences › Psychology › Social Psychology › Motivation and Self-Concept in Sports
- Social Sciences › Psychology › Developmental and Educational Psychology › Second Language Acquisition and Learning
- Keywords
- second language motivation, motivational self-system, English as a foreign language, Japanese language learners, Chinese learners, Iranian learners, cross-linguistic comparison
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