The effects of three motivational interventions on EFL learners’ L2MSS: A longitudinal perspective
Abstract
This paper reports on an empirical investigation into the effects of three motivational interventions on Chinese junior secondary EFL students' L2 motivational self system (L2MSS: ideal L2 self, ought-to L2 self, and L2 learning experience). The study employed a quasi-experimental design with pre-post-delayed questionnaire surveys involving four groups: a control group without motivational training, and three treatment groups receiving either traditional motivational strategies (MSs), vision-based MSs, or a combination of both types of MS. The selection of MSs for the interventions was based on student preferences identified in a pilot study. A total of 391 students completed a questionnaire administered at three time points to gauge changes to their L2MSS. Within-group comparisons indicated that all three motivational treatments significantly improved participants’ L2MSS immediately after the interventions. All three interventions demonstrated sustained effects on the ideal L2 self and the ought-to L2 self, whereas only the combined MS treatment had a lasting impact on the L2 learning experience. Between-groups comparisons revealed that the ideal L2 self was most influenced by vision-based MSs, followed by combined MSs and traditional MSs. The combined MS treatment outperformed the other two treatments in the effects on the ought-to L2 self and the L2 learning experience. The implications and limitations of the study are discussed.
Link to publication in Science Direct
