Analyzing the Relationship between L2 Motivational Selves and L2 Achievement: A Saudi Perspective

Misbah Rosheen Khan


The present study aims at exploring the relationship between L2 motivational selves and L2 achievement in Saudi EFL context. The participants of the study are Saudi Foundation Year female students (aged18-20) studying at English Language Institute of King Abdulaziz University, Jeddah. To serve this purpose, Dornyei’s (2009) L2 Motivational Self System is utilized as a theoretical framework to find out the relationship between L2 selves (Ideal and ought to), students’ intended efforts to learn English, and their achievement (marks obtained in formal exams). This is carried out through the survey in the form of structured questionnaire and semi-structured interview. Moreover, the marks sheet of English language test of the participants is also obtained for this purpose. The analysis of both quantitative and qualitative data reveals that L2 Ideal self highly affects both the motivational level to learn English language and their formal L2 achievement as compared to ought to L2 self which has significant influence only on participants' motivational level i.e. their efforts to learn English (criterion measure). The results of the study are significant enough to generalize, thus, it offers a graphical representation of the relationship between all the variables under discussion. In the end, pedagogical recommendations have been made in order to develop and strengthen L2 ideal selves of the EFL learners. 

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International Journal of English Language Teaching ISSN 2329-7913 (Print) ISSN 2329-7921 (Online)

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