Research on Chinese High-School Students’ English Learning Motivation from the Self System Perspective

Minzi Li


L2 motivation has been proven to be an important factor for second language learning. The newly proposed framework of the L2 Motivational Self System by Dörnyei has offered researchers valuable insights into L2 motivation. However, few studies have been conducted on the L2 motivation of the English learners from a self perspective in the Chinese context. In consideration of the research gap and the distinctiveness of the Chinese high-school learners, this research aimed to explore L2 motivation among Chinese high-school students from the Self System perspective. A mixed methods approach of the questionnaire with follow-up semi-structured interview was utilized in the study. 128 students (randomly selected) from 4 high-schools in Wuhan in central China filled in the questionnaire survey, and six of them joined the interview. The results of the study showed that: 1) the key component of the L2 Motivational Self System, the Ideal L2 Self cannot be the reinterpretation of integrativeness in Chinese educational contexts; 2) among three dimensions of the Self system, the language learning experience had the highest correlation with learners’ motivation, followed by the Ideal L2 Self, with the Ought-to L2 Self produced the weakest correlation. Based on findings, some practical implications for English teaching are revealed.

Keywords: L2 Motivational Self System, English language learning, Chinese high-school students, integrativeness, the Ideal L2 Self, the Ought-to L2 Self, language learning experience

DOI: 10.7176/JEP/10-26-07

Publication date:September 30th 2019

Full Text: PDF
Download the IISTE publication guideline!

To list your conference here. Please contact the administrator of this platform.

Paper submission email:

ISSN (Paper)2222-1735 ISSN (Online)2222-288X

Please add our address "" into your email contact list.

This journal follows ISO 9001 management standard and licensed under a Creative Commons Attribution 3.0 License.

Copyright ©