The L2 motivational self system among Saudi learners of English

Dörnyei’s (2005, 2006) groundbreaking L2 Motivational Self System Theory has been developed to explain the relationship between motivation and L2 learning through three components: ideal self, ought-to self, and L2 learning experience. He proposed that these three factors correlate with the self-reported intended learning efforts of the learners, which he viewed as an indicative of the learners’ proficiency levels. However, the effect of these three factors on L2 achievement was not sufficiently established either by Dörnyei or other advocates of his theory. This study was conducted to determine if the three factors have an actual effect on the learners’ L2 achievement or not. A mixed approach was used, with a primary quantitative research instrument being supported by secondary qualitative data. A total of 360 male and female participants were asked to complete a questionnaire containing statements representing the three theorized components. The participants were, then, asked to do an English proficiency test (reading and writing tasks; excerpts from IELTS). This was followed by a set of semi structured interviews in which 21 participants of the larger sample were asked questions about their goals and orientations related to their English learning as well as their future selves and imaginations. Descriptive and referential statistical procedures were used to analyse the quantitative part of the data. The results reinforce the validity of Dörnyei’s key constructs: ideal self and ought-to self, and uncover two underlying dimensions within the L2 learning experience scale and the intended learning efforts scale. Both types of selves and both types of experience were good predictors of the learners’ intended learning efforts. However, none of the above were good predictors of either the reading or the writing scores of the participants. On the other hand, the qualitative data analysis findings revealed that both self-guides motivate Saudi learners to learn English. Most importantly, the findings highlighted the role played by role models and action plans in the development of the L2 learners’ future selves.