Holistic and Comprehensive Framework

One of the primary strengths of the L2MSS is its holistic approach to understanding
language learning motivation. Unlike earlier models that focused on single aspects of
motivation, the L2MSS integrates multiple components—namely, the Ideal L2 Self, the
Ought-to L2 Self, and the L2 Learning Experience—into a cohesive framework (Dörnyei,
2009). The Ideal L2 Self represents the learner’s vision of themselves as a successful L2
user. At the same time, the Ought-to L2 Self reflects the attributes one believes they
ought to possess to meet expectations or avoid adverse outcomes. The L2 Learning
Experience encompasses the situational motives related to the learning environment and
experience.

This integration allows the L2MSS to address both personal and social dimensions of
motivation, making it a more comprehensive tool for understanding the complex factors
that influence L2 learning. Combining these elements, the L2MSS provides a more
complete picture of motivation, acknowledging that it is shaped by personal aspirations,
social expectations, and immediate learning experiences (Csizér & Kormos, 2009).

Emphasis on Future Self-Guides

A distinctive feature of the L2MSS is its emphasis on future self-guides, particularly the
Ideal L2 Self. This model component posits that the vision of oneself as a proficient L2
user can be a powerful motivator. The Ideal L2 Self is a future-oriented guide that drives
learners to bridge the gap between their current abilities and their desired future state

(Dörnyei, 2009). This focus on future self-guides aligns with the broader psychological
theory of possible selves, which suggests that individuals are motivated by their visions
of what they might become, what they would like to become, and what they are afraid of
becoming (Markus & Nurius, 1986).
The emphasis on future self-guides is particularly beneficial because it recognizes the
role of long-term goals in sustaining motivation. By fostering a vivid image of the Ideal
L2 Self, educators can help students maintain their motivation over extended periods,
even in the face of challenges and setbacks. This aspect of the L2MSS is supported by
research showing that learners with a strong Ideal L2 Self are more likely to persist in
their language studies and achieve higher proficiency levels (Dörnyei & Ushioda, 2011).

Dynamic and Context-Sensitive Nature

The L2MSS is also praised for its dynamic nature, acknowledging that motivation is not a
static trait but evolves. The model recognizes that learners’ motivations can fluctuate
based on their experiences, changes in their self-concept, and the evolving contexts in
which they learn (Ushioda & Dörnyei, 2009). This dynamic perspective is crucial
because it reflects the reality of language learning, where motivation can be influenced by
various factors, from success in language tasks to changes in personal circumstances.

Additionally, the L2MSS is adaptable to different cultural and educational contexts.

While the model was developed within a Western educational framework, its components
have been applied and validated in diverse settings worldwide (Lamb, 2012). This
adaptability makes the L2MSS a versatile tool for researchers and educators seeking to
understand motivation across different learner populations.

Practical Implications for Language Education

The L2MSS offers significant practical implications for language teaching and
curriculum design. Educators can develop strategies that align with students’ long-term
goals and aspirations by focusing on learners' future self-guides. For instance, teachers
can design tasks that help students visualize and work toward their Ideal L2 Self,
increasing their engagement and persistence in language learning (Dörnyei & Ushioda,
2011).
Moreover, the L2MSS encourages a personalized approach to language education.
Educators can tailor their teaching methods to better meet each student's needs by
considering the individual differences in learners' self-concepts and motivational profiles.
This personalized approach enhances motivation and supports learner autonomy, as
students are encouraged to take ownership of their learning and align it with their
personal goals (Henry, 2014).

Alignment with Broader Educational Theories

Finally, the L2MSS is aligned with broader theories in educational psychology,

particularly those related to identity and self-concept. The model’s emphasis on the Ideal
and Ought-to L2 Selves resonates with the concept of possible selves, which psychology
has widely studied as a critical factor in motivation and behavior (Markus & Nurius,
1986). This alignment with established psychological theories provides a solid theoretical
foundation for the L2MSS, making it a robust model for understanding motivation in
SLA.

Furthermore, the L2MSS can be easily integrated with other motivational and
psychological models, allowing for a more comprehensive analysis of language learning
motivation. For example, it can complement the Self-Determination Theory (Deci &
Ryan, 1985) by providing a framework for understanding how learners’ intrinsic and
extrinsic motivations are influenced by their future self-concepts.

Weaknesses and Limitations

Overemphasis on Future Self-Guides

One of the main criticisms of the L2MSS is its strong emphasis on future self-guides,
specifically the Ideal L2 Self and the Ought-to L2 Self. While these components are
central to the model, some scholars argue that focusing on future-oriented goals may
neglect other important aspects of motivation, such as intrinsic and immediate goals.
Ushioda (2011) highlights that this narrow focus might only partially capture the
diversity of motivational factors that influence language learning. For instance, learners
who do not have a clear vision of their future selves or are more driven by immediate
rewards may find it difficult to relate to the model’s emphasis on future self-guides.

The L2MSS’s reliance on future self-guides also raises concerns about its applicability to
all learners. Not every language learner has a well-formed or vivid Ideal L2 Self,
especially in contexts where language learning is compulsory rather than voluntary. This
limitation suggests that the L2MSS may be less effective in explaining motivation among
learners who are not intrinsically motivated or who lack a clear vision of their future L2
selves (Ushioda, 2011).

Challenges in Operationalization and Measurement

Another significant area for improvement of the L2MSS is the difficulty in

operationalizing and measuring its key constructs. The abstract nature of concepts like
the Ideal L2 Self and the Ought-to L2 Self poses challenges for researchers attempting to
assess these components empirically. MacIntyre and Serroul (2015) note that developing
reliable and valid instruments to measure these constructs has proven difficult, leading to
inconsistencies in research findings. For example, the dynamic and subjective nature of
self-concepts makes it challenging to create standardized measures that can be applied
across different populations and contexts.

Furthermore, the L2MSS's complexity can complicate research design. The model’s
focus on future-oriented and self-related constructs requires careful consideration of
capturing the dynamic interactions between different types of motivation over time. This
complexity can make it difficult to distinguish between the various components of the
model or to account for their interplay in other learning contexts (MacIntyre & Serroul,
2015).

Cultural and Contextual Limitations

The L2MSS has also been criticized for its potential cultural bias and limitations in
specific contexts. Some scholars argue that the Ideal L2 Self and the Ought-to L2 Self are
rooted in Western individualistic notions of self-identity. This may be less relevant in
collectivist cultures where the self is more relational and defined by social roles (Lamb,
2012). In such contexts, learners may be more motivated by group-oriented goals or the
expectations of their community rather than by an individualistic vision of their future
self.

Moreover, the L2MSS’s focus on individual self-concept may not fully account for the
broader social and contextual factors influencing motivation in different educational
settings. For instance, institutional pressures, societal expectations, and peer influences
can significantly shape motivation, but these factors are not explicitly addressed within
the L2MSS framework (Lamb, 2012). This limitation suggests that the model may need
to be adapted or supplemented with additional theories to fully capture the complexity of
motivation in diverse cultural and educational contexts.

Limited Focus on Negative Motivation

A further weakness of the L2MSS is its limited focus on negative motivation, such as
demotivation and fear of failure. While the model emphasizes positive motivational
forces like the Ideal L2 Self, it does not adequately address the role of negative
experiences or emotions in language learning. Kikuchi (2015) argues that demotivation,
which refers to the loss of motivation due to negative experiences or external pressures, is
a critical aspect of language learning that needs to be sufficiently explored within the
L2MSS framework.

The Ought-to L2 Self does consider external pressures and obligations. Still, it may not
fully capture the impact of fear of failure, anxiety, or other negative emotions that can act
as significant demotivators. This oversight limits the model’s ability to comprehensively
understand the factors that hinder motivation in language learning (Kikuchi, 2015).
Addressing these negative aspects of motivation is essential for developing more
effective strategies to support learners who struggle with motivation.

Complexity in Practical Application

Finally, the L2MSS presents challenges in its practical application, particularly for
educators. While the model offers valuable insights into the role of future self-guides in
language learning, its abstract nature can make it difficult for teachers to translate these
insights into concrete teaching practices. Henry (2014) notes that aligning instructional
strategies with students’ future self-guides requires a deep understanding of each
learner’s motivational profile, which can be challenging to achieve in diverse classroom
settings.

Moreover, the L2MSS's complexity may pose difficulties for educators who need to be
better versed in motivational theories. Implementing the model in the classroom requires
careful consideration of fostering and supporting students’ Ideal L2 Selves, which may
not always be feasible in practice. This complexity suggests that while the L2MSS offers
valuable theoretical insights, it may require further adaptation or simplification to be
more accessible and practical for educators (Henry, 2014).
Practical Applications of the L2 Motivational Self System (L2MSS) in EFL Contexts

The L2 Motivational Self System (L2MSS), developed by Zoltán Dörnyei, has

revolutionized our understanding of motivation in second language acquisition (SLA).
This theoretical framework, which integrates aspects of self-identity and motivation, has
profound implications for English as a Foreign Language (EFL) teaching and learning.
The L2MSS comprises three core components: the Ideal L2 Self, the Ought-to L2 Self,
and the L2 Learning Experience. Each of these components can be leveraged in practical
ways to enhance motivation and outcomes in EFL contexts. This essay explores how
educators can apply the L2MSS in EFL settings, focusing on curriculum design,
classroom practices, learner autonomy, and motivational interventions.

Curriculum Design

One of the most significant practical applications of the L2MSS in EFL contexts is in the
design of curricula that align with students’ Ideal L2 Selves. The Ideal L2 Self, which
represents a learner’s desired future identity as a competent L2 user, can be a powerful
motivator if adequately nurtured. Curriculum designers can incorporate activities and
content that allow students to envision themselves using English in their desired future
roles, such as in international careers, travel, or intercultural communication (Dörnyei,
2009). For example, project-based learning that involves real-world tasks, such as
creating a business plan or participating in a Model United Nations, can help students
connect their English learning to their future aspirations, thereby strengthening their Ideal
L2 Self.

Moreover, integrating cultural content that resonates with students’ interests and future
goals can further enhance motivation. For instance, incorporating English-language
media, such as films, music, and literature, that align with students’ cultural interests can
make learning more relevant and engaging (Csizér & Kormos, 2009). By aligning the
curriculum with students’ future self-guides, educators can create a more motivating and
effective learning environment.

Classroom Practices

In the classroom, teachers can apply the principles of the L2MSS by fostering a positive
and supportive learning environment that encourages students to develop both their Ideal
and Ought-to L2 Selves. Teachers can use visualization techniques to help students
imagine their future selves using English effectively. This can involve guided imagery
exercises where students visualize themselves in scenarios where they are successfully
using English, such as giving a presentation, traveling abroad, or communicating with
international peers (Dörnyei & Ushioda, 2011). These activities can make the Ideal L2
Self more vivid and attainable, increasing motivation.

Additionally, teachers can help students develop their Ought-to L2 Self by setting clear
expectations and providing regular feedback on their progress. The Ought-to L2 Self,
which relates to the expectations of others and the learner’s perceived obligations, can be
a strong motivator when students feel supported and guided. For instance, teachers can
set realistic and challenging goals, provide constructive feedback, and recognize students’
efforts, all of which can reinforce the Ought-to L2 Self and promote sustained motivation
(Kim, 2009).

Promoting Learner Autonomy

The L2MSS also emphasizes the importance of the L2 Learning Experience, which refers
to the immediate, situation-specific motives related to the learning environment and the
learner’s experience. Promoting learner autonomy is one effective way to enhance the L2
Learning Experience and, by extension, motivation. When students have control over
their learning, they are more likely to engage deeply with the material and develop a
more vital Ideal L2 Self (Ushioda, 2003).

Teachers can promote learner autonomy by allowing students to have a say in the choice
of topics, activities, and materials used in the classroom. For instance, providing options
for project topics, encouraging self-directed learning, and using technology to support
independent study can all foster autonomy. By giving students more control over their
learning process, teachers can create a more personalized and motivating learning
experience that aligns with the principles of the L2MSS.

Motivational Interventions

Motivational interventions based on the L2MSS can also be implemented to address

specific challenges in EFL learning. For instance, if students are experiencing
demotivation, teachers can design interventions that target the renewal of their Ideal L2
Self. This might involve revisiting students’ long-term goals, reflecting on their progress,
and helping them set new, achievable objectives. Dörnyei (2014) suggests that
motivational interventions should be tailored to students' individual needs, considering
their unique self-concepts and learning experiences.

One practical intervention is using role models or guest speakers who embody the Ideal
L2 Self that students aspire to. Inviting professionals who use English to speak to
students can provide concrete examples of how English proficiency can be advantageous
in real life. Such role models can inspire students by showing them the practical benefits
of learning English and reinforcing their Ideal L2 Self (Henry, 2014).

Additionally, addressing the Ought-to L2 Self can be achieved through collaborative

learning and peer support. Group activities where students are accountable to their peers
can strengthen the Ought-to L2 Self by emphasizing social obligations and
responsibilities. This approach not only builds a sense of community but also motivates
students to work harder to meet their peers' expectations (Takahashi, 2013).

Conclusion

The L2 Motivational Self System offers valuable insights for enhancing motivation in
EFL contexts. By applying the principles of the L2MSS to curriculum design, classroom
practices, learner autonomy, and motivational interventions, educators can create more
engaging and effective learning environments. These practical applications help students
develop strong Ideal and Ought-to L2 Selves, leading to increased motivation and
improved language proficiency. As EFL educators continue to explore and implement
these strategies, the L2MSS will remain a powerful tool for fostering motivation and
success in language learning.

References

Csizér, K., & Kormos, J. (2009). Learning experiences, selves, and motivated learning
behavior: A comparative analysis of structural models for Hungarian secondary and
university learners of English. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language
identity and the L2 self (pp. 98-119). Multilingual Matters.
Dörnyei, Z. (2009). The L2 motivational self system. In Z. Dörnyei & E. Ushioda (Eds.),
Motivation, language identity and the L2 self (pp. 9-42). Multilingual Matters.

Dörnyei, Z., & Ushioda, E. (2011). Teaching and researching motivation (2nd ed.).
Pearson Education.

Dörnyei, Z. (2014). Motivational dynamics in language learning. Multilingual Matters.

Henry, A. (2014). The motivational effects of cross-cultural visualization: Narratives and

images in language learning. In D. Lasagabaster, A. Doiz, & J. M. Sierra (Eds.),
Motivation and foreign language learning: From theory to practice (pp. 51-70). John
Benjamins.

Kim, T. Y. (2009). The dynamics of L2 self and learning motivation: A qualitative case
study of Korean ESL students. English Teaching, 64(3), 137-162.

Takahashi, K. (2013). Role of peers in learning English: Motivation and identity among
Japanese university students. Asian Journal of English Language Teaching, 23, 1-23.
Ushioda, E. (2003). Motivation as a socially mediated process. In D. Little, J. Ridley, &
E. Ushioda (Eds.), Learner autonomy in the foreign language classroom: Teacher,
learner, curriculum and assessment (pp. 90-102). Authentik.

Building an active and inspiring classroom environment

The second study (Jianying, 2016) provided a different perspective that comparing EFL
and ESL learning context in China, which offered implications on L2 teaching practical
activities. Whether in EFL or ESL learning context, teachers have the responsibility to
build an active and inspiring classroom through well-designed activities, so that the
learners could enjoy their learning process. Additionally, it is fortunate for EFL learners
as classrooms offer them possible and frequent English learning opportunities (Jianying,
2016). Establishing harmonious teacher-student relationships in class may become
beneficial.

The findings of the final study (Seong, 2019) provided several implications for practical
L2 teaching practice. In the first place, according to the educational environment of
learners, it is necessary to consider the specific contextual pedagogic methods. For
instance, considering that the positive role of ought-to L2-self played on learners,
teachers could set oral English tasks as part of performance-based activities, making them
more willing to communicate in English (Seong, 2019). Moreover, as EFL learners with
strong ideal L2-self awareness perform better in L2 WTC, teachers could help students
build their ideal L2-self through the methods that offering tasks or learning materials,
promoting them imagine their ideal L2-self (e.g., becoming an interpreter in the future,
studying abroad).

Motivational strategies
Motivational strategies can be categorized into two types: instructional interventions
implemented by the teacher to ignite student motivation (teacher’s motivational teaching
practice) and self-regulating strategies utilized by individual students to manage their
motivation level (learners’ motivated behavior).

The significance of motivational strategies in the L2 literature was highlighted in the

1990s, emphasizing the impact of the learning environment on learners' motivational
dispositions. Various scholars put forth lists of recommended motivational techniques.
However, these techniques needed a unifying theory-based framework. Dörnyei (2001)
proposed a concise system of four main dimensions: creating primary motivational
conditions, generating initial motivation, maintaining and protecting motivation, and
encouraging positive retrospective self-evaluation.

Correlations Between the Teacher’s Motivational Practice and Student Motivation

Classroom motivation research examines the factors influencing students' motivated

behavior and its impact on learning outcomes. In our study, we investigated two factors
expected to affect student motivation: their self-reported course-related motivation,
measured through a questionnaire, and the motivational influence of the teacher, assessed
through their instructional behavior. the teacher's motivational practices would have a
stronger association with students' motivated behavior, and our findings confirmed this.
The teacher's motivational practices showed a highly significant positive correlation with
students' motivated behavior, explaining 37% of the variance in their motivated learning
behavior. Additionally, there was a significant positive relationship between students'
self-reported motivation and their motivated classroom behavior, indicating that their
overall attitudes toward the language course influenced how they approached specific
learning tasks.

To further explore the relationship between the variables, we computed a multiple

correlation, which revealed that the teacher's motivational practices and students' self-
reported motivation accounted for 40% of the variance in students' motivated behavior.
This result is particularly significant considering the various other factors influencing
students' engagement in class. We also found a significant correlation between the
teacher's motivational practices and students' self-reported motivation, indicating that the
teacher's behavior in the observed class was representative of their overall conduct and
had a broader impact on student's perception of the course.