Welcome to Francis Academic Press

Frontiers in Educational Research, 2019, 2(7); doi: 10.25236/FER.2019.020710.

Literature Review on Second Language Motivational Self System


ZHU Ling-xia

Corresponding Author:
ZHU Ling-xia

Nanjing Normal University, Jiangsu 210046, China


As the dominant theory of the research field of L2 learning motivation, L2 Motivational Self System (L2MSS) has proven itself adaptable to conceptual innovations. On the basis of analyzing and summarizing the relevant literature, this paper reviews the latest studies on L2MSS from four aspects: 1) the verification of L2MSS; 2) the relationship between L2MSS and L2 learning, including individual’s subjective intended effort, learning behaviors and learning achievement; 3) the influence factors of L2MSS; 4) the theory development of L2MSS.


Literature review; L2 Motivational Self System; Ideal L2 self; Ought-to L2 self; L2 learning experience

Cite This Paper

ZHU Ling-xia. Literature Review on Second Language Motivational Self System. Frontiers in Educational Research (2019) Vol. 2 Issue 7: 56-60. https://doi.org/10.25236/FER.2019.020710.


[1]Dörnyei.Z(2005). The Psychology of the Language Learner: Individual Differences in Second Language Acquisition. Mahwah: Lawrence Erlbaum Associates.
[2]Doiz.A,Lasagabaster.D(2018). Teachers’and Students’Second Language Motivational Self System in English-Medium Instruction: A Qualitative Approach . TESOL Quarterly. Vol.52, no.3, p. 657-679.
[3]Kong.J.H, et.al. (2018). L2 Motivational Self System, International Posture and Competitiveness of Korean CTL and LCTL College Learners: A Structural Equation Modeling Approach . System, no.72, p.178-189.
[4]F.G.Liu(2015). Validity Analysis of Second Language Motivational Self System in Different English Learner Groups in China . Foreign Language Learning Theory and Practice, no.1, p.19-23+75+95.
[5]Al-Hoorie, A.H(2016). Unconscious Motivation. Part I: Implicit Attitudes toward L2 Speakers .Studies in Second Language Learning & Teaching, vol.6, no.3, p.423.
[6]Lee.J.H.,Lo.Y.Y(2017). An Exploratory Study on the Relationships Between Attitudes toward Classroom Language Choice, Motivation, and Proficiency of EFL Learners. System, no.67, p.121-131.
[7]Y. Chen(2019). A Study on the Relationships among Second Language Motivational Self System, Self-efficacy, Language Anxiety and Motivational Behavior of Classroom Oral Participation. Foreign Language Research, no.1, p.63-70.
[8]C.Zheng.et.al.(2018).The relationship between English language learners’ motivation and online self-regulation: A structural equation modelling approach . System, vol.76, no.8, p.144-157.
[9]Yashima.T, Nishida.R, Mizumoto.A(2017). Influence of Learner Beliefs and Gender on the Motivating Power of L2 Selves. Modern Language Journal, vol.101, no.4, p.691-711.
[10]Fryer.M, Roger.P(2018). Transformations in the L2 self: Changing motivation in a study abroad context . System, no.78, p.159-172.
[11]X.J.Zhan,M. Hong (2015). The Impact of Family Background on Second Language Self . Modern Foreign Languages , vol.38, no.6, p.779-789+873.
[12]Lanvers.U(2016). Lots of Selves, some rebellious: Developing the Self Discrepancy Model for Language Learners . System, no.60, p.79-92.
[13]Henry.A(2017). L2 Motivation and Multilingual Identities. Modern Language Journal, vol.101, no.3, p.548-565.
[14]Dörnyei.Z, Al-Hoorie.A.H(2017). The Motivational Foundation of Learning Languages Other Than Global English: Theoretical Issues and Research Directions . Modern Language Journal, vol.101, no.3, p.455-468.