Unpacking the role of Ideal L2 Self and Mindset in Explaining EFL Learners’ DMCs

Abstract

Recent trends in the field of second language learning motivation have led to a proliferation of studies that scrutinize Directed Motivational Currents (DMCs). However, there remains a paucity of evidence on the individual difference variables that induce DMCs. In particular, research to date has not yet determined the role of ideal L2 self and mindset in explaining variations in the DMC disposition. This quantitative study aims to fill these gaps in the literature by exploring the role of ideal L2 self and growth mindset in explaining EFL Learners’ DMCs. The current study was conducted with a total of 176 preparatory class students enrolled in the department of English Language and Literature or English Language Teaching at various state universities in Turkey. The data were gathered using a composite survey instrument that includes the DMC Disposition Scale, the Mindset Instrument, and Ideal L2 Self Scale. The findings of the multiple linear regression analysis indicated that growth mindset explained 32% of the variance in EFL learners’ DMCs whereas ideal L2 self contributed to the prediction of DMCs, explaining 24% of the variance in participants’ DMC disposition. The results offer new insights into how teachers could exploit these motivational surges to promote learning in EFL settings.

Keywords

• Directed motivational currents
• ideal L2 self
• growth mindset
• EFL learners

İngilizceyi Yabancı Dil Olarak Öğrenen Öğrencilerin Hedefli Motivasyonel Akımlarını Açıklamada İdeal Yabancı Dil Benliği ve Zihniyet Rolünü Ortaya Çıkarmak

Abstract

İkinci dil öğrenme motivasyonu alanındaki son eğilimler, hedefli motivasyonel akımları inceleyen çalışmaların artmasına yol açmıştır. Ancak, hedefli motivasyon akımlarını etkileyen bireysel farklılık değişkenleri ile ilgili çalışmalar yetersiz kalmıştır. Özellikle de, ideal yabancı dil benliği ve gelişen zihniyetin dil öğrenenlerin hedefli motivasyon akımlarını yordamadaki rolü henüz belirlenmemiştir. Bu nicel çalışma, İngilizceyi bir yabancı dil olarak öğrenenlerin hedefli motivasyon akımlarını açıklamada ikinci dil benliği ve gelişen zihniyetin rollerini inceleyerek literatürdeki bu boşluğu doldurmayı amaçlamaktadır. Bu çalışma, Türkiye’de çeşitli devlet üniversitelerinde İngiliz Dili ve Edebiyatı yada İngilizce Öğretmenliği bölümlerine kayıtlı 176 hazırlık sınıfı öğrencisi ile yürütülmüştür. Veriler Hedefli Motivasyonel Akımlar Ölçeği, Zihniyet Ölçeği ve İdeal Yabancı Dil Benliği ölçeğinden oluşan karma bir anket aracılığı ile toplanmıştır. Çoklu doğrusal regresyon analizi sonuçları gelişen zihniyetin katılımcıların hedefli motivasyonel akımlarındaki değişimin %32’sini açıklar iken, ideal yabancı dil benliğinin ise bu varyansın %24’ünü yordadığını göstermiştir. Çalışma sonuçları, öğretmenlerin yabancı dil öğrenme ortamlarında öğrenmeyi teşvik etmek için bu motivasyon dalgalanmalarından nasıl yararlanabileceklerine dair yeni bilgiler sunmaktadır.

Keywords

• Hedefli motivasyonel akımlar
• ideal yabancı dil benliği
• gelişen zihniyet
• yabancı dil olarak İngilizce öğrenenler

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