Sources and relationships between self-constructs in foreign language learning in Poland

Research output: Contribution to conferenceAbstract

Abstract

Recently, many studies have examined an important role of the ideal L2 self in language learning motivation (see Csizér & Magid, 2014; Dörnyei & Ushioda, 2009). Yet, less is known about the relationships between the ideal L2 self with current self-constructs, even though Ushioda and Dörnyei (2009) assert that it is the gap between the ideal L2 self and the current selves that is the source of motivational power of the ideal L2 self. Moreover, there have been few attempts to examine antecedents of self-related beliefs (for exceptions, see Mercer, 2011). The aim of the current study is to examine the relationship between ideal L2 self, self-efficacy beliefs and the English self-concept and identify the sources of self-related beliefs. 236 Polish learners of English aged 15-16 completed a motivational questionnaire, and 20 participated in semi-structured interviews. The quantitative data was analysed in SPSS, whereas the interviews were transcribed and coded.The results of regression analysis revealed that the ideal L2 self is more closely related to learners’ self-efficacy beliefs than to their English self-concept, although the latter was also found to significantly contribute to the ideal L2 self. The interviewees reported six antecedents of self-related beliefs. These were: mastery experiences, grades, peer comparison, teachers, comparison across different domains, and other sources. The results suggests that the English self-concept and self-efficacy beliefs are socially co-constructed. The two constructs are also a basis on which students draw when creating positive visions of oneself as successful language learners. This finding is in line with Dörnyei’s (2009, p.11) assertion that the ideal L2 self is a possible self that one day can become reality.
Original languageEnglish
Publication statusAccepted/In press - 20 Apr 2016
EventIndividuals in Contexts – Psychology of Language Learning 2 - University of Jyväskylä, Jyväskylä, Finland
Duration: 22 Aug 201624 Aug 2016
https://www.jyu.fi/en/congress/pll2016/

Conference

ConferenceIndividuals in Contexts – Psychology of Language Learning 2
CountryFinland
CityJyväskylä
Period22/08/1624/08/16
Internet address

Fingerprint

self-concept
foreign language
self-efficacy
Poland
learning
learning motivation
SPSS
interview
language
regression analysis
questionnaire
teacher
experience
student

Cite this

Iwaniec, J. (Accepted/In press). Sources and relationships between self-constructs in foreign language learning in Poland. Abstract from Individuals in Contexts – Psychology of Language Learning 2, Jyväskylä, Finland.

Sources and relationships between self-constructs in foreign language learning in Poland. / Iwaniec, Janina.

2016. Abstract from Individuals in Contexts – Psychology of Language Learning 2, Jyväskylä, Finland.

Research output: Contribution to conferenceAbstract

Iwaniec, J 2016, 'Sources and relationships between self-constructs in foreign language learning in Poland' Individuals in Contexts – Psychology of Language Learning 2, Jyväskylä, Finland, 22/08/16 - 24/08/16, .
Iwaniec J. Sources and relationships between self-constructs in foreign language learning in Poland. 2016. Abstract from Individuals in Contexts – Psychology of Language Learning 2, Jyväskylä, Finland.
Iwaniec, Janina. / Sources and relationships between self-constructs in foreign language learning in Poland. Abstract from Individuals in Contexts – Psychology of Language Learning 2, Jyväskylä, Finland.
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abstract = "Recently, many studies have examined an important role of the ideal L2 self in language learning motivation (see Csiz{\'e}r & Magid, 2014; D{\"o}rnyei & Ushioda, 2009). Yet, less is known about the relationships between the ideal L2 self with current self-constructs, even though Ushioda and D{\"o}rnyei (2009) assert that it is the gap between the ideal L2 self and the current selves that is the source of motivational power of the ideal L2 self. Moreover, there have been few attempts to examine antecedents of self-related beliefs (for exceptions, see Mercer, 2011). The aim of the current study is to examine the relationship between ideal L2 self, self-efficacy beliefs and the English self-concept and identify the sources of self-related beliefs. 236 Polish learners of English aged 15-16 completed a motivational questionnaire, and 20 participated in semi-structured interviews. The quantitative data was analysed in SPSS, whereas the interviews were transcribed and coded.The results of regression analysis revealed that the ideal L2 self is more closely related to learners’ self-efficacy beliefs than to their English self-concept, although the latter was also found to significantly contribute to the ideal L2 self. The interviewees reported six antecedents of self-related beliefs. These were: mastery experiences, grades, peer comparison, teachers, comparison across different domains, and other sources. The results suggests that the English self-concept and self-efficacy beliefs are socially co-constructed. The two constructs are also a basis on which students draw when creating positive visions of oneself as successful language learners. This finding is in line with D{\"o}rnyei’s (2009, p.11) assertion that the ideal L2 self is a possible self that one day can become reality.",
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