Exploring Second Language Motivational Self System of Thai Junior High School Students
DOI:
https://doi.org/10.54097/zj41hm68Keywords:
L2 Motivational Self System (L2MSS), Ideal L2 self, Ought-to L2 self, L2 Learning Experience, Junior High School Students, GenderAbstract
Research has demonstrated the influence of motivation on second language (L2) acquisition processes. This study aimed to explore the L2 motivational self-system (L2MSS), i.e., the ideal L2 self, ought-to L2 self, and L2 learning experience of Thai junior high school students and investigate whether there are differences of the three components of the L2MSS between genders. 355 students participated in the study. The L2MSS questionnaire adopted from Swatevacharkul (2021) was employed for data collection. Results revealed that, on average, the ideal L2 self, the ought-to L2 self, and L2 learning experience were moderate. It was also found that the Ideal L2 self and ought to L2 self had no significant difference between male and female students, while the L2 learning experience was significantly different. This means that males have more positive L2 learning experience than females, indicating significant gender-based variations in the L2MSS.
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