L2 selves, motivation, and willingness to communicate: Assessing the motivational self-system model in L2 Spanish learners in Portugal.
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| Title: | L2 selves, motivation, and willingness to communicate: Assessing the motivational self-system model in L2 Spanish learners in Portugal. |
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| Authors: | Salazar Flores, Jania1 (AUTHOR) janiasf@gmail.com, Fernández-Costales, Alberto2 (AUTHOR) fernandezcalberto@uniovi.es, Senar, Fernando3 (AUTHOR) fernando.senar@udl.cat |
| Source: | Language Learning in Higher Education. May2026, Vol. 16 Issue 1, p211-232. 22p. |
| Subject Terms: | *Motivation (Psychology), *Second language acquisition, *Extrinsic motivation, *Intrinsic motivation, Structural equation modeling |
| Geographic Terms: | Portugal |
| Abstract: | The L2 Motivational Self System (L2 MSS), proposed by Dörnyei two decades ago, has become the hegemonic model for explaining the motivational elements operating on second language learners. However, how these learning dispositions stimulate different types of motivation in favour of willingness to communicate (L2 WTC) remains largely unknown. This study investigates how the L2 Ideal Self and the Ought-to L2 Self, two of the key aspects of the L2 MSS, influence L2 WTC in Portuguese university students learning Spanish as a foreign language. Analysing a sample of 182 participants, and using structural equation modelling, the effects of these two aspects of the L2 MSS on L2 WTC, both direct and mediated by instrumental and integrative types of motivation, were examined. The results showed a positive and significant effect on both types of motivation, especially integrative motivation, which translated into an indirect effect on L2 WTC. The Ought-to L2 Self showed a positive direct effect on L2 WTC not mediated by either type of motivation. These findings emphasise the importance of fostering integrative motivation in the development of educational policies and pedagogical practices to encourage L2 use. [ABSTRACT FROM AUTHOR] |
| Copyright of Language Learning in Higher Education is the property of De Gruyter and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 194577806 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: L2 selves, motivation, and willingness to communicate: Assessing the motivational self-system model in L2 Spanish learners in Portugal. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Salazar+Flores%2C+Jania%22">Salazar Flores, Jania</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> janiasf@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Fernández-Costales%2C+Alberto%22">Fernández-Costales, Alberto</searchLink><relatesTo>2</relatesTo> (AUTHOR)<i> fernandezcalberto@uniovi.es</i><br /><searchLink fieldCode="AR" term="%22Senar%2C+Fernando%22">Senar, Fernando</searchLink><relatesTo>3</relatesTo> (AUTHOR)<i> fernando.senar@udl.cat</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Language+Learning+in+Higher+Education%22">Language Learning in Higher Education</searchLink>. May2026, Vol. 16 Issue 1, p211-232. 22p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Motivation+%28Psychology%29%22">Motivation (Psychology)</searchLink><br />*<searchLink fieldCode="DE" term="%22Second+language+acquisition%22">Second language acquisition</searchLink><br />*<searchLink fieldCode="DE" term="%22Extrinsic+motivation%22">Extrinsic motivation</searchLink><br />*<searchLink fieldCode="DE" term="%22Intrinsic+motivation%22">Intrinsic motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Structural+equation+modeling%22">Structural equation modeling</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Portugal%22">Portugal</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: The L2 Motivational Self System (L2 MSS), proposed by Dörnyei two decades ago, has become the hegemonic model for explaining the motivational elements operating on second language learners. However, how these learning dispositions stimulate different types of motivation in favour of willingness to communicate (L2 WTC) remains largely unknown. This study investigates how the L2 Ideal Self and the Ought-to L2 Self, two of the key aspects of the L2 MSS, influence L2 WTC in Portuguese university students learning Spanish as a foreign language. Analysing a sample of 182 participants, and using structural equation modelling, the effects of these two aspects of the L2 MSS on L2 WTC, both direct and mediated by instrumental and integrative types of motivation, were examined. The results showed a positive and significant effect on both types of motivation, especially integrative motivation, which translated into an indirect effect on L2 WTC. The Ought-to L2 Self showed a positive direct effect on L2 WTC not mediated by either type of motivation. These findings emphasise the importance of fostering integrative motivation in the development of educational policies and pedagogical practices to encourage L2 use. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Language Learning in Higher Education is the property of De Gruyter and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1515/cercles-2025-0081 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 22 StartPage: 211 Subjects: – SubjectFull: Motivation (Psychology) Type: general – SubjectFull: Second language acquisition Type: general – SubjectFull: Extrinsic motivation Type: general – SubjectFull: Intrinsic motivation Type: general – SubjectFull: Structural equation modeling Type: general – SubjectFull: Portugal Type: general Titles: – TitleFull: L2 selves, motivation, and willingness to communicate: Assessing the motivational self-system model in L2 Spanish learners in Portugal. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Salazar Flores, Jania – PersonEntity: Name: NameFull: Fernández-Costales, Alberto – PersonEntity: Name: NameFull: Senar, Fernando IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 05 Text: May2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 2191611X Numbering: – Type: volume Value: 16 – Type: issue Value: 1 Titles: – TitleFull: Language Learning in Higher Education Type: main |
| ResultId | 1 |
