Motivation and Possible Selves: An Interview Study of Taiwanese EFL Learners

Abstract

This article is based on an interview study which the author conducted to conceptualize Taiwanese EFL learners’ L2 motivation through using the possible selves framework. Based on this interview study, the recently developed L2 Motivational Self System exerts its explanatory power in the Taiwanese EFL context; the ideal L2 self and the ought-to L2 self are helpful in informing the analysis of student motivation. The ideal L2 self illustrated with empirical evidence corresponds to its theoretical construct proposed by Dornyei (2005). Interestingly, however, the ought-to L2 self found amongst the student interviewees seems inconsistent with the original theoretical concept as it probably contains a mixture of preventionand promotion-focused instrumentality in studying English. The shaping of the Taiwanese ought-to L2 self by the broader social context will be discussed in this article. Motivation is one of the most important variables of language learning, especially in second language (L2) acquisition. The extent of wanting to learn can make a difference in how willing and successful L2 learners can be. Discussions on L2 motivation theory were once dominated by goal-directed learning orientations in social psychological terms. Language learners would be classified as either integrativelyor instrumentally-oriented (Gardner & Lambert, 1972) to achieve a needed proficiency in L2 use for identification with a specific ethnolinguistic group or for pragmatic gains. Over the past decade, this theoretical focus has shifted to a new realm of self and identity in explaining the internal identification process within learners’ self-concept to stimulate motivation for L2 competence. Motivation to learn a particular language can be interpreted through inward aspirations towards certain kinds of linguistic, cultural, personal, or professional identities or possible future selves speaking the language fluently. The new L2 Motivational Self System proposed by Dornyei (2005; 2009b) facilitates this conceptual shift through the concepts of the ideal and ought-to L2 selves. Mental images of possible future L2-related selves that learners aspire to can motivate them to learn the L2 well. Some L2 researchers began empirical testing of the L2 Motivational Self System at different levels of education in different countries (e.g., Csizer & Kormos, 2009; Henry, 2009; Kormos & Csizer, 2008; Ryan, 2009; Taguchi, Magid, & Papi, 2009) or tried to connect this approach and other established motivation constructs to examine its explanatory power (e.g., Kim, 2009; Lamb, 2009; Noels, 2009; Yashima, 2009). Large-scale studies generated empirical support for the applicability of the possible selves dimension of the L2 Motivational Self System in EFL 1 Language Education in Asia, 2012, 3(1), 50-59. http://dx.doi.org/10.5746/LEiA/12/V3/I1/A05/Chen Language Education in Asia, Volume 3, Issue 1, 2012 Chen Page 51 contexts worldwide (e.g., the studies in Dornyei & Ushioda, 2009a), adapting measurement techniques and statistical procedures. Such quantitative methods are important in testing and validating a new model in a variety of contexts. Exploring the local uniqueness of EFL learners and any EFL context-specific features of their possible selves often necessitates a more qualitative approach. This article presents empirical evidence from an interview study of Taiwanese secondary-level EFL learners conducted with a possible selves framework. Literature Review The L2 Motivational Self System Dornyei (2005; 2009a; 2009b) followed the speculative conclusion in his study with Csizer (Dornyei & Csizer, 2002), and further developed the L2 Motivational Self System by drawing on the possible selves and self-discrepancy theories. As Markus and Nurius (1986, p. 954) suggested, possible selves refer to people’s mental imagery of “what they might become, what they would like to become, and what they are afraid of becoming.” These possible images of future selves are likely to fuel people’s desire for goal accomplishment and to initiate motivating behaviors to become their possible selves. According to Higgins’ (1987) selfdiscrepancy theory, it is human nature to approach pleasure and avoid pain by bridging the gap between current self-states and desired end-states. Therefore, among many possible selves held by the individual, the ideal self and the ought-to self function as the most influential future self-guides. Motivation and action can be energized to progress towards what one wishes to become. Drawing on Carver and Scheier’s (1981; 1990) self-regulatory system, Higgins (1998) suggested that the ideal self with a promotion focus (e.g., advancement, growth, accomplishment) involves internally-driven motivation and self-regulation to achieve positive outcomes as the valued reference point. In contrast, the ought-to self with a prevention focus (e.g., safety, security) aims to avoid matches to undesired results through more externallyregulated duties, obligations, or necessities. Moreover, the ideal self is reflected by one’s own future self-images, whereas the ought-to self represents the hoped for end-states others have for the individual (Higgins, 1987). Dornyei (2009b, citing Boyatzis & Akrivou, 2006) further defined the ideal and ought-to selves and clarified the impact of immediate context and interpersonal relationships on one’s construction of possible selves. Since possible selves are shaped by social influences, the ideal / ought-to self does not necessarily originate from the individual, but is probably a product of one’s conformity with socio-contextual influences embedded within the wider world. The degree to which people internalize the ought-to self may differ from what others expect. Deci and Ryan (1985; Ryan & Deci, 2000; 2002) classified these varying levels of internalization of non-intrinsically motivating tasks in their Self Determination Theory [SDT], which illustrates the process of internalization along a continuum of the extent to which one’s extrinsic motivation originates as part of the self. SDT has four subtypes of extrinsic motivation (external, introjected, identified, and integrated regulation), ranging from complete external to complete internal regulation of fulfilling achievement demands. The further one feels selfregulated, the closer one’s extrinsic motivation approaches the self-determined end of the continuum. Drawing on SDT, Dornyei (2009b) related the ideal self to identified and integrated regulation with higher degrees of perceived autonomy and the ought-to self to external and introjected regulation. Additionally, Ryan and Deci (2000) claimed learners may experience a situated orientation shift moving either way along the self-determination continuum. The facilitation of internalization with regard to extrinsic motivation relies on supportive, meaningful others (e.g., parents, teachers, peers) who can satisfy one’s