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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
Language: English
Authors: Jania Salazar Flores (ORCID 0000-0002-5785-7860), Alberto Fernández-Costales (ORCID 0000-0002-5120-8181), Fernando Senar (ORCID 0000-0002-7885-9670)
Source: Language Learning in Higher Education. 2026 16(1):211-232.
Availability: De Gruyter Mouton. Available from: Walter de Gruyter, Inc. 121 High Street, Third Floor, Boston, MA 02110. Tel: 857-284-7073; Fax: 857-284-7358; e-mail: service@degruyter.com; Web site: http://www.degruyter.com
Peer Reviewed: Y
Page Count: 22
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, Second Language Learning, Spanish, Self Motivation, Learning Motivation, Communication (Thought Transfer), Student Attitudes, Readiness, Intention, Psychological Patterns, Undergraduate Students
Geographic Terms: Portugal (Lisbon)
DOI: 10.1515/cercles-2025-0081
ISSN: 2191-611X
2191-6128
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.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1508887
Database: ERIC
FullText Text:
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  Data: L2 Selves, Motivation, and Willingness to Communicate: Assessing the Motivational Self-System Model in L2 Spanish Learners in Portugal
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  Data: <searchLink fieldCode="AR" term="%22Jania+Salazar+Flores%22">Jania Salazar Flores</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5785-7860">0000-0002-5785-7860</externalLink>)<br /><searchLink fieldCode="AR" term="%22Alberto+Fernández-Costales%22">Alberto Fernández-Costales</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5120-8181">0000-0002-5120-8181</externalLink>)<br /><searchLink fieldCode="AR" term="%22Fernando+Senar%22">Fernando Senar</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7885-9670">0000-0002-7885-9670</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Language+Learning+in+Higher+Education%22"><i>Language Learning in Higher Education</i></searchLink>. 2026 16(1):211-232.
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  Data: De Gruyter Mouton. Available from: Walter de Gruyter, Inc. 121 High Street, Third Floor, Boston, MA 02110. Tel: 857-284-7073; Fax: 857-284-7358; e-mail: service@degruyter.com; Web site: http://www.degruyter.com
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Spanish%22">Spanish</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Motivation%22">Self Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Motivation%22">Learning Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Communication+%28Thought+Transfer%29%22">Communication (Thought Transfer)</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Readiness%22">Readiness</searchLink><br /><searchLink fieldCode="DE" term="%22Intention%22">Intention</searchLink><br /><searchLink fieldCode="DE" term="%22Psychological+Patterns%22">Psychological Patterns</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Portugal+%28Lisbon%29%22">Portugal (Lisbon)</searchLink>
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  Data: 10.1515/cercles-2025-0081
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  Data: 2191-611X<br />2191-6128
– 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.
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        Value: 10.1515/cercles-2025-0081
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      – Text: English
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      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Second Language Learning
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      – SubjectFull: Spanish
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      – SubjectFull: Psychological Patterns
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      – SubjectFull: Portugal (Lisbon)
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      – TitleFull: L2 Selves, Motivation, and Willingness to Communicate: Assessing the Motivational Self-System Model in L2 Spanish Learners in Portugal
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