English (Linguistics) Bachelor thesis 15 Credits Spring 2014 Supervisor: Damon Tutunjian

The Attitudes and Motivation of Swedish

Upper Secondary School Students towards

Learning English as a Second-Language

A Comparative Study of Vocational and Theoretical Programs

Jahangir Saleem

Acknowledgement

Foremost, I would like to express my sincere gratitude to my supervisor, Damon

Tutunjian PhD (Linguistics), for the support of my research project, for his patience,

motivation, enthusiasm, and great knowledge in linguistics. His guidance helped me a lot

during of this project.

Besides my supervisor, I would like to thank the rest of the project committee: Maria

Wiktorsson, Jean Hudson, and Soraya Tharani, for their guidance, encouragement, insightful

comments, valuable meetings and their support.

My sincere thanks also go to all of my professors at Malmö Högskola: Philip Clover,

Damian Finnegan, Stephen Myers, Asko Kauppinen, Adam Gray, Kerstin Sonesson, and staff

members; as well as my spiritual teacher Qari M. Ashraf, for helping me to become a better

person by providing me education.

I am greatly thankful to my comrades: Khalid M, Munawar S, Dr. Farhan M, and M.

Asif Raj, for encouraging and helping me during the period of my graduation.

Last but not least, I would like to thank my family: my parents Muhammad Saleem and

Zarina Saleem; my siblings, Tanveer S, Azeem S, Yasin S, Firdos S, and Hamza S, for

cheering and supporting me spiritually throughout in my life.

Best Regards,

Jahangir Saleem, (PAK).

mr_js_rana@yahoo.com

Table of Contents

Abstract

1 Introduction 1

1.1 Research questions 2

2 Background 2

2.1 L2 Motivation theory 2

2.2 Re-theorizing L2 motivation theory 3

2.3 The L2 motivational self system 5

2.4 The Swedish upper secondary school system 7

2.5 English at Swedish upper secondary school 8

3 Method 9

3.1 Participants 9

3.2 Procedure 10

3.3 Material 10

3.4 Analysis 11

4 Results 11

4.1 Attitudes/motivation of theoretical students 12

4.2 Attitudes/motivation of vocational students 16

4.3 Motivational differences between theoretical and vocational programs 20

5 Discussion 23

5.1 Ideal L2 self 24

5.2 Ought to L2 self 25

5.3 L2 learning experience 26

5.4 The potential differences among students 27

5.5 Motivational difference in ideal L2 self 27

5.6 Motivational difference in ought to l2 self 28

5.7 Motivational difference in L2 learning experience 29

6 Concluding remarks 29

References 32

Appendices 37

Appendix I 37

Appendix II 46

Appendix III 55

Abstract

This research paper examines Swedish students’ attitudes and motivation towards English

education in two upper secondary schools, using Dörnyei’s (2005) L2 motivational self

system. Of interest is whether theoretical and vocational students have motivational

differences when it comes to learning English as a second language. A quantitative

questionnaire was compiled using the instrument variables from previous studies of L2

motivation, and question items, which were “re-theorized” for this particular study. 58

students participated, of which 30 were theoretical students and 28 vocational students.

Results were then analyzed across three dimensions of L2 motivation: ideal L2 self, ought to

L2 self, and L2 learning experience. Findings revealed that, on average, both groups were

motivated to learn English as a second language, but that there is an apparent difference

between theoretical and vocational students’ attitudes towards learning an L2: the theoretical

students’ data showed that they have stronger influence than vocational students in the ideal

l2 self, integrative/integrativeness, instrumentality-promotion, attitudes to l2 community,

ought-to l2 self, instrumentality-prevention, family influence, attitudes to learning English,

and criterion measures.

Key words: L2 motivation, L2 motivational self system, ideal L2 self, ought-to L2 self, L2

learning experience, ESL/EFL, theoretical and vocational programs

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1. Introduction

Interest in second language L2 motivation has blossomed over the past few years, and there

have been considerable advances made towards understanding the factors that influence such

motivation and the consequences of motivation on learning. Traditionally, the concept of L2

motivation research has had as its base the seminal work of Gardner and Lambert (1972).

More recently, researchers have identified several motivational mechanisms for L2 learning

and have provided some initial hypotheses as to how they might be interlinked. For example,

Tremblay (2001) identifies a set of variables that take into account the intensity and

persistence of motivational behaviour, certain factors related to the classroom environment,

and the degree of expectancy to achieve a desired goal such as self-efficacy and self-

confidence. Other researchers have also examined motivational factors such as the desire to

develop to understand a foreign culture as well as one’s own culture and to improve one’s

own language (Inbar, Donitsa, & Shohamy 2001).

English is an excellent language to examine when considering the question of L2

motivation, since it is regarded as an international language and a global lingua franca

(Seidlhofer, 2005), and is learned and used as either a foreign or second language (EFL/ESL)

around the world (Cenoz & Jessner, 2000). Similarly, Sweden is an excellent environment in

which to investigate motivations for learning English. Josephson (2003) estimates that

approximately 75% Sweden’s population can speak English for communication and read

English newspapers. And English has a strong standing in the Swedish education system. The

National Agency for Education provides eighteen national programs for upper secondary

school students, of which six are theoretical programs and twelve are vocational programs.

Each of these national programs possesses English as a core, foundational subject in the

curriculum (Skolverket, 2011). In fact, English is so widespread in Sweden that it can be

considered to have changed in status from EFL to an ESL (Lindberg, 2007).

Given the global importance of English and its status in Sweden, it is useful and

important to investigate L2 motivation research among Swedish students at upper secondary

schools. An investigation of Swedish students of vocational programs by Andersson (2008)

revealed that such students do believe that English is important for their future, but

nevertheless have been playing truant and not attending English classes on account of a low

motivation towards English education. Building on this finding, the current research paper

investigates L2 motivation in relation to learning English as a second language at Swedish

upper secondary schools, as well as potential differences between vocational and theoretical

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programs. The study follows the L2 motivational self system approach outlined in Dörnyei

(2005) which shows that learner’s motivation in L2 learning is based on different orientations:

ideal L2 self, ought-to L2 self, and L2 learning experience.

1.1 Research questions

The study investigates the following research questions using as its basis the L2 motivational

self system.

Research questions:

What attitudes or motivation do Swedish upper secondary school students have

towards learning ESL?

What are the potential differences between students on vocational and theoretical

programs concerning their attitudes and motivation towards ESL?

2. Background

The purpose of this section is to explain briefly about the previous studies relevant to the

current investigation. The main focus of this research is to investigate students’ L2

attitudes/motivation. It is equally crucial to investigate teachers’ L2 motivation; yet this is

unfortunately beyond the scope of the study and will not be discussed in this paper. In order to

understand the purpose of this research paper and the attitudes/motivation of L2 theory, it is

critical that we recognize preceding approaches to both motivational theory and the way that

the Swedish upper secondary school system is constructed. I first provide a brief explanation

of attitudes and motivation theory, focusing on L2 motivation theory, re-theorising L2

motivation theory, and the L2 motivational self system. I then elucidate the Swedish upper

secondary school system and English at Swedish upper secondary school.

2.1 L2 motivation theory

Language researchers didn’t pay much attention to investigating language learning motivation

until the late 1950’s. And starting in the early 1960’s, L2 motivation research evolved

significantly, largely on account of Gardner and Lambert’s (1959) concept of L2 motivation,

which helped to pioneer the major studies of language learning motivation in the early 1960’s,

and culminated in the theory presented in Gardner and Lambert (1972) (see discussion in

Dörnyei, 2009; Ushioda, 2001). After almost three decades, language learning theory has

been developed by social-psychological studies which investigated the role and nature of

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motivation in the process of L2 learning (Ushioda, 2001), and the fundamental model of L2

motivation has developed and solidified as consequence of important theoretical progresses in

both the field of L2 and mainstream psychology (Dörnyei, 2009). Within the field of L2

motivation research, the leading concept of integrative/integrativeness motivation, which was

introduced in Gardner and Lambert (1959), was used extensively for at least two decades. The

next significant development came when Gardner (1985) developed and proposed a

dimensional theoretical framework for the L2 motivation theory: the Attitude/Motivation Test

Battery (AMTB). AMTB contains a wide array of questions that measured the student’s

assessment of language learning situation in the classroom; Dörnyei (1994a) claims that

‘Gardner's model-and the way it has been typically understood-is on general motivational

components grounded in the social milieu rather than in the foreign language classroom’

(p.273).

As soon as the AMTB theory was presented, contemporary language researchers started

to re-examine old L2 motivation theory, and a number of researchers (Higgins, Klein, &

Strauman, 1985; Markus & Nurius, 1986; Higgins, 1987, 1998; Higgins, Roney, Crowe, &

Hymes, 1994) proposed new motivation research on the base of possible-selves theories.

Gardner’s motivation theory and the AMTB stood as the most influential approach. It took

into consideration a combined effect of two components, integrative and instrumental

motivations. The integrative motivation is highly linked towards the L2 community and

culture, and the desire to become similar and identify with an L2 community. The

instrumental motivation is connected to the desire to improve overall communication skills in

L2 for the purpose of earning more money or obtaining better jobs (Dornyei, 1994a). Despite

the influence of this model, Crookes and Schmidt (1991) called for a re-theorizing of L2

motivation research. They invited contemporary researchers to set up a new research agenda.

In addition, they raised significant questions about new theoretical approaches and expanded

social-psychological conceptual framework in the field of L2 motivation (Ushioda, 2001).

2.2 Re-theorising L2 motivation theory

In 1994, several scholars directed the focus of motivation research towards the goal of re-

theorizing L2 motivation theory (Dörnyei, 1994a, 1994b; Gardner & Tremblay, 1994a, 1994b;

Oxford & Shearin, 1994). For example, Dörnyei (1994a) criticized Gardner's theory (1959)

and test battery (AMTB) (1985) as being too complex and reaching “beyond the

instrumental/integrative dichotomy” (p.274). Even earlier than this set of responses, Gardner

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and Macintyre (1993) stressed the importance of recognizing that motivation is inherently

dynamic, and that the old characterization of motivation as having integrative vs. instrumental

orientations largely ignored this important characteristic.

Beginning in the early 2000s, L2 motivation researchers began to question whether the

integrative concept can actually be applied to integrative orientation, when English has spread

globally and there is no one specific community of English speakers (Ushioda & Dörnyei,

2009). Yashima (2002) considers the integrative notion as an ‘International posture’, and

expands the concept by describing and referring to Japanese learners of English because they

might have ‘interest in foreign or international affairs, willingness to go ... overseas to stay or

work, and […] openness or ... non-ethnocentric attitudes towards different cultures’ (p.57).

The notion of ‘international posture’ expands the external orientations from a particular

geographic and ethno-linguistic society to a non-particular international society of English

language users (Ushioda & Dörnyei, 2009). Indeed, people have become an essential part of a

global community, yet the question arises whether is it acceptable to consider it as external

orientations or as a part of an individual’s internal orientations of oneself as a de facto

member of that global community. There has been a theoretical change of attention towards

internal orientations of self and identity, which symbolizes the fundamental right to re-

theorizing the concept of integrative motivation (Ushioda, 2006).

To investigate the concept of integrative motivation and to help drive the re-theorizing

of L2 motivation research, Dörnyei and Csizer (2002) conducted a large-scale longitudinal

investigation of Hungarian students’ attitudes towards learning foreign languages during 1993

to 2004. The survey data showed some vital and versatile results regarding integrative

motivation, yet Dörnyei and Csizer proposed that the process of identification that underlies

integration might more accurately be characterized as an internal process of identification

within the individual’s self-concept, rather than identification with an external reference

group, as claimed by Ushioda and Dörnyei (2009). In another study, Lamb (2004) argued that

the concept of integrative and instrumental motivation are too complex to make a distinction

between both orientations, because ‘meeting with westerners, using computers, understanding

pop songs, studying or travelling abroad, pursuing a desirable career – all these aspirations are

associated with each other’(p.13). Thus, a number of researchers concluded to re-theorise L2

motivation theory.

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2.3 The L2 motivational self system

In an attempt to solve L2 motivation research issues, Dörnyei (2005) broadened his

speculation about L2 motivation to investigate the theory of ‘possible selves’, and proposed

the latest approach of L2 motivation theory, the L2 motivational self system (Dörnyei, 2005).

Since 2005, L2 researchers have used this new theory to conduct several quantitative

empirical studies. This new self theory has been testified and validated in different countries:

China, Hungary, Iran, Japan, and Saudi Arabia (see for example, Al- Shehri, 2009; Csizer &

Kormos, 2009; Ryan, 2009; Taguchi, Magid, & Papi 2009). The concept of the new

motivation research has developed on the base of possible-selves theories (Higgins, Klein, &

Strauman, 1985; Higgins, 1987, 1998; Higgins et al., 1994., Markus & Nurius, 1986). In their

seminal work on possible selves, Markus and Nurius (1986) acknowledged three main types

of possible selves: ‘ideal selves that we would very much like to become, selves that we could

become, and selves we are afraid of becoming’ (Dörnyei, 2009, p.12). According to Markus

and Nurius (1986), ideal possible selves may include: the successful self, the creative self, the

rich self, the thin self, or the loved and admired self; conversely, feared possible selves might

comprise: the alone self, the depressed self, the incompetent self, the alcoholic self, [or] the

unemployed self. The third type of the selves, the selves which one can become that can be

described just as a synonym of the possible self, because possible is what one could become

(Dörnyei, 2009).

As mentioned above, the new approach to motivation research was based on possible

selves’ theories; Higgins’s (1987) self theory (see also Higgins, Klein, & Strauman, 1985)

consists of the concepts of ideal self and ought self. As it is mentioned above, Markus and

Nurius (1986) also describe these concepts; however, Higgins defined them more

appropriately and precisely in terms of motivation and self theory. He defines the ideal self as

the ‘representation of the attributes that one would ideally like to possess (i.e. representation

of hopes, aspirations, or wishes)’, and ought self is classified as the ‘representation of

attributes that one believes one ought-to possess (i.e. representation of someone else’s sense

of duties, obligations or moral responsibilities)’ (p, 320; Dörnyei, 2009, p.13). These

definitions indicate that the individual’s self concept can be defined as the summary of a

person’s self knowledge concerning that how one’s own self views at present and future.

Carver, Reynolds, and Scheier (1994) highlight that possible selves characterize: ‘the

individuals’ ideas of what they might become, what they would like to become, and what they

are afraid of becoming’ (Dörnyei, 2009, p.11). On the contrary, Markus and Nurius (1986)

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signify an exceptional self-dimension by indicating future self rather than current self states,

because the notion of possible selves is very much connected with people’s hopes, wishes,

and fantasies. In this regard, possible selves play a role of future self-guides, indicating a

progressive approach that might clarify how a person is moved from the present toward the

future (Dörnyei, 2009).

The new L2 motivation theory offers a synthesis as well as creates links with two new

orientations of L2 motivation by Ushioda (2001) and Noels (2003). According to Noels

(2003), L2 motivation development is made up of three interrelated orientations: (a) intrinsic

reasons innate in the language learning process, (b) extrinsic reasons for language learning,

and (c) integrative reasons, while Ushioda (2001) identified L2 motivation research in more

details by pointing out eight motivational dimensions, which can be grouped into three broad

clusters: (a) actual learning process (subsuming language-related enjoyment/liking, positive

learning history, and Personal satisfaction); (b) external pressures/incentives; and (c)

integrative dimension (subsuming personal goals, desired levels of L2 competence, academic

interest, and feelings about French-speaking countries or people). Additionally, Dörnyei

(2005) argues that there is another kind of language learners, who’s initial L2 motivation does

not reveal from intrinsic or extrinsic reasons; rather their L2 motivation come from a strong

commitment to improve language learning process such as they discover that they are good at

it.

In order to organize L2 motivation orientations, Dörnyei (2005) proposed a new L2

motivational self system theory in the light of above discussed paradigms. This model consists

of three main components: the ideal L2 self, ought-to L2 self, and L2 learning experience. The

ideal L2 self, concerns to the L2-specific feature of one’s ideal self (i.e. integrative,

internalized instrumental motives, and if a person want to speak an L2. The ought-to L2 self,

defines the ‘attributes that one believes one ought-to possess (i.e.various duties, obligations,

or responsibilities) in order to avoid possible negative outcomes’ (p.106). This component is

found with more extrinsic motivational reasons than intrinsic reasons. The L2 learning

experience, classifies the situation-specific intentions concerned to the particular learning

setting and experience, (e.g. the curriculum, the impact of the teacher, the peer group, the

experience of success) (Dörnyei, 2009).

The above discussion shows that various L2 motivation orientations emerge to

concentrate on a common tripartite construct, which advocates a high compatibility with the

L2 motivational self system. Thus, the remarks present theoretical validation for the new L2

motivation model (Dörnyei, 2009). As Dörnyei’s (2005) new L2 motivation theory contains

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three main components: the ideal L2 self, ought-to L2 self, and L2 learning experience, yet

every individual component also has sub components, which are typically referred to as

“motivational variable concepts”. The first component, ideal L2 self, have five sub

components: (1) ideal L2 self, signifying to the ‘L2-specific facet of one’s ideal self’

(Dörnyei, 2005, p.105), (2) integrative/integrativeness, entailing learners’ positive attitudes

towards the second language, the culture and the native speakers, (3) instrumentality-

promotion, following the guideline of personal goals to become successful in future by

developing proficiency in English to earn more money or find a better job, (4) attitudes to L2

community, investigating the students’ attitudes toward the speakers of the target language,

and (5) cultural interest, measuring the students’ interest towards the culture of L2 society

and its media products: TV programs, magazines, music, and movies. The second component,

ought-to L2 self, holds three motivational instruments: (1) ought-to L2 self, identifying the

‘attributes that one believes one ought-to possess (i.e. various duties, obligations, or

responsibilities) in order to avoid possible negative outcomes’ (Dörnyei, 2005, p.106), (2)

instrumentality-prevention, assessing the learners’ duties and obligations concerning to study

English in order to get a passing grade, and (3) family influence, examining the parents’ role

to motivate L2 learner. The third component, L2 learning experience, contains two

motivational items: (1) attitudes to learning English, measuring situation-specific motives

connected to the immediate learning environment and experience, and (2) criterion measures:

assessing the students’ future efforts to learn English. To sum up, the L2 motivational self

system has three main components, and every single component comprises on various sub

components (motivational variable), which all together become ten variable concepts.

2.4 The Swedish upper secondary school system

In Sweden, the upper secondary school system consists of ‘national programs, introductory

programs, and programs that differ from the national program structure’ (Skolverket, 2011).

This paper investigates only national upper secondary programs. There are 18 national

programs at upper secondary schools and every program last for three years. Most of the

Swedish students enrolled at upper secondary school at the age of 16, and anyone up to the

age of 20 can be registered after completing ones compulsory education. Although these

programs are divided into two sections, vocational and preparatory programs for higher

education (theoretical programs), all programs consist of nine compulsory subjects: ‘English,

history, physical education and health, mathematics, science studies, social studies, Swedish

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or Swedish as a second language[,] and religion’ (Skolverket, 2011). The programs at upper

secondary school are designed with an aim that is broader than just preparing students for

professional life or for higher education. According to the Swedish Education Act (2010:800),

the aim is expressed as follows:

The upper secondary school should provide a good foundation for work and further studies and also for

personal development and active participation in the life of society. The education should be organised

so that it promotes a sense of social community and develops students’ ability to independently and

jointly with others acquire, deepen and apply knowledge.

(Skolverket, 2012a, p.8)

The Education Act covers most of the skills needed for everyday life (such as textile crafts,

wood crafts and home economics), and emphasises the student’s scholastic ability and social

communication skills. Nevertheless, the ‘diploma goals emphasize language and

communication’ (Skolverket, 2012a, p.82). Students need to develop a language foundation

and communicative skills in the subjects of Swedish or Swedish as a second language and

English; because good language skills are helpful in searching for information, and in

communicating with different people (Skolverket, 2012a)

2.5 English at Swedish upper secondary school

Since English is an international language, it is spoken in various institutions: e.g. in the

realms of education, politics, and economics. English education provides diverse

opportunities to contribute locally and globally in social and cultural contexts. The aim of

English education is to help students learn the English language, so they develop the ability,

desire, and confidence to utilize the language in various situations for different purposes

(Skolverket, 2012b). According to the Swedish education system, students should be provided

the following opportunities to develop their English language skills:

1) Understanding of spoken and written English, and also the ability to interpret content.

2) The ability to express oneself and communicate in English in speech and writing.

3) The ability to use different language strategies in different contexts.

4) The ability to adapt language to different purposes, recipients and situations.

5) The ability to discuss and reflect on living conditions, social issues and cultural features in different

contexts and parts of the world where English is used.

(Skolverket, 2012b, n.p)

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Most of the information as reported by Skolverket (2012a) is not presently available in

Swedish, so it is crucial to learn English as a professional language for vocational and

theoretical program students. Theoretical program students should acquire good skills in the

Swedish and English languages to continue in higher education; at the same time, it is

essential for vocational program students to gain a command of advanced English because

electricity, energy, automation, and computing companies require English language speakers

at a national as well as international level.

3. Method

The aim of the study is to investigate the attitudes and motivation of Swedish upper secondary

school students towards learning English as a second language by using Dörnyei’s (2005) L2

motivational self system. The analysis also looks at the potential differences between students

on vocational and theoretical programs. It is important to investigate whether students from

different fields have different attitudes or motivation for learning English as a second

language. Potentially, this research can be used to improve the underlying motivational

factors of students in English education. There have been many surveys and investigations in

the L2 field; where the qualitative method has been employed and the data was collected by

taking interviews of respondents, but it was impossible for this study to take interviews from

every individual student. A quantitative research method was used to collect data from

students. In order to collect data, a self-report questionnaire was designed, so the respondents

fill questionnaire by themselves. Questionnaires have been shown to provide a valid and

useful research instrument for L2 learning and motivational data (Dörnyei & Taguchi, 2010).

Questionnaires can be employed to collect various types of data about the respondents.

Subject descriptor questions are used to cover the demographic characteristics (e.g., age,

gender, and race) ‘behavioural questions emphasize the present and past activities, and

attitudinal questions’ measure the attitudes, opinions, beliefs, interests, and values of

respondents (Dörnyei & Taguchi, 2010). Since the subject of this research paper deals with

demographic characteristics, behavioural characteristics, and attitudinal characteristic, I

prepared a self-report questionnaire for data collection.

3.1 Participants

The data were collected from two Swedish upper secondary schools: one school is located in

Lund and the other school is in Kalmar. 58 students between the age of 16 and 18 participated

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in the survey, including 28 students from Lund and 30 students from Kalmar. Table 3.1

presents the information of Lund school, where 21 respondents were enrolled in vocational

programs and nine were in theoretical programs. In the school in Kalmar, 21 respondents

were studying in theoretical programs and seven were enrolled in vocational programs. In

sum, 30 theoretical and 28 vocational respondents filled in an online questionnaire from both

schools. It was important for this study to select participants from different schools, to allow

for analysis of the potential differences between theoretical and vocational students as regards

to motivation towards learning English as an L2.

Table 3.1 58 participants of vocational and theoretical programs in Lund and Kalmar school

Vocational Students Theoretical Students

Lund School 21 9

Kalmar School 7 21

Total 28 30

3.2 Procedure

The questionnaire was posted using Forms on Google Drive (an online data collection

platform), and the web link of the questionnaire was emailed to the contact persons of the

schools. The online survey method was adopted to get easy access to the respondents;

otherwise, it would be difficult to visit the schools for data collection. Specifically, the

vocational program students often do not attend school because of their training or practice

activities.

3.3 Materials

The questionnaire comprised of two major sections. The first part focused on the learner’s

attitudes and motivation towards learning English as a second language, and the second part

aimed to explore the students’ demographic information: gender, age, teacher, household

income, current status, parents’ education, program information, bilingualism, and future

plans for profession and education. The design of the questionnaire followed the method

recommended by Dörnyei and Taguchi (2010). Since the current investigation is based on

Dörnyei’s L2 motivation framework, the L2 motivational self system, the

attitudinal/motivational variables were chosen from Dörnyei, Csizér, and Németh (2006) and

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Ushioda and Dörnyei (2009). In this research, many questionnaire components were re-

theorized and some of them were newly designed in order to meet the requirements of

Swedish students towards learning English as a second language.

The latent variables in the first section model of the questionnaire items were measured

by a seven-point rating Likert scale with ‘strongly disagree (1)’ anchoring the left end

‘strongly agree (7)’ anchoring the right end as well as ‘never (1)’ and ‘every time (7)’ for

some quantifiable variables. The final questionnaire can be found in the appendix section, in

English (see Appendix I) and Swedish (see Appendix II). The total number of questionnaire

items was sixty-seven with Likert-points and eighteen demographic questions. As Dörnyei’s

(2005) L2 motivational self system framework is adopted to investigate this research paper,

which consists in three main dimensions and these dimensions have further ten sub

dimensions: (a) ideal L2self (ideal L2self, integrative/integrativeness, instrumentality-

promotion, attitudes to L2 community, and cultural interest), (b) ought-to L2 self (ought-to L2

self, instrumentality-prevention, and family influence), and (c) L2 learning experience

(attitudes to learning English, and criterion measures. These ten motivational variable

concepts were used to measure the L2 motivation of Swedish students.

3.4 Analysis

As the research questionnaire of this study consists of 67 question items, I calculated the

mean value of all individual question responses. To get the mean/average values of

motivational variable concepts, the question responses were summed and then divided by the

number of participant responses to produce individual question mean. Then, for the aggregate

measures of ten motivational variables, the individual question mean were grouped into

aggregate categories and then summed and divided by the number of individual questions in

that category to produce aggregate question mean of ten motivational variable concepts.

Finally, to aggregate measures of three main components, the ten motivational variable mean

were combined to produced the mean values of ideal L2 self, ought-to L2 self, and L2

learning experience.

4. Results

There were 58 participants involved in the questionnaires, from two different schools. The

respondents were also from two different programs: theoretical and vocational. They

demonstrated a comprehensive approach to motivational levels, but on average all the

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respondents were reasonably well-motivated. Regarding to the differences between both

program students, theoretical students were, on average, stronger than vocational students in

every dimension of L2 motivation: the ideal L2 self, ought-to L2 self, and L2 learning

experience. The results section is modified to describe the ten motivational variable concepts

(for details, see section 2.3) with statistical characteristics, tables, graphs, and their

explanation.

4.1 Attitudes/motivation of theoretical students

The initial purpose of this research was to investigate the students’ motivation towards

learning ESL. Therefore, the data were collected to identify and measure the underlying

motivational variables. Table 1 indicates the given and obtained values of motivational

variables. The table reports the number of variables (No.V), number of students (No.S), total

value of variables (TV), mean (M), maximum (Mx.M) and minimum mean (Mi.M). The mean

values of all individual variables are provided in the Appendix III. The most important aspects

of Table 1 are explained in the following section with the help of graphs and tables. One thing

is important to remember that values of mean in the Table 1 correspond to the number of

variables.

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Table 1. Statistical values of motivational instruments used for student questionnaire

Motivational Instruments No.V No.S TV M Mx.M Mi.M

Ideal L2 self

Ideal L2 self 11 30 7 5,68 6,43 4,53

Integrative/Integrativeness 2 30 7 5,48 5,60 5,36

Instrumentality-promotion 6 30 7 5,22 6,36 4,46

Attitudes to L2 community 7 30 7 4,85 6,13 3,80

Cultural interest 6 30 7 4,33 5,16 2,80

Ought-to L2 self

Ought-to L2 self 7 30 7 4,67 6,00 3,70

Instrumentality-prevention 5 30 7 5,57 6,16 4,73

Family influence 7 30 7 4,60 5,20 4,03

L2 learning experience

Attitudes to learning English 7 30 7 5,64 6,43 4,53

Criterion measures 9 30 7 5,00 6,23 3,63

Regarding the individual variables among theoretical students, Figure 1 shows the mean value

concerning ten attitudinal and motivational variables adopted for student questionnaire.

Figure 1 represents a vast range of motivational levels, ranging from 4,33 to 5,68 mean value

of motivation in all variables used to investigate theoretical students’ attitudes and motivation

towards learning ESL. The minimum motivational variable among theoretical students was

4,33 while the maximum value reached 5,68. It is interesting to note that four variables show

a consistency among their mean values, ranging from 5,48 to 5,68 respectively:

integrative/integrativeness 5,48, instrumentality-prevention 5,57, attitudes to learning English

5,64, and ideal L2 self 5,68. Therefore, it seems that theoretical students had strong

attitudes/motivation to learn ESL as a whole.

14

Figure 1. The mean values of ten motivational instruments (theoretical students’ response)

Regarding the individual variables, Table 2 shows the most agreed and Table 3 least agreed

motivational instruments with their mean values of theoretical students. Since a 7-point Likert

scale was employed, the responses that are above 5 or below 3 suggest agreement or

disagreement with the variables of interest. Table 2 shows seven distinctive variables that

received mean value higher than 6, and only three statements registered in the 5-range,

suggesting strongly agreed preferences. Three received mean of less than 4, and only one

variable got mean of less than 3. The ten most agreed-with variables registered in each

individual motivational category, while in Table 3 four least agreed-with variables reflect the

attitudes to L2 community, ought-to L2 self, cultural interest, and criterion measures

approaches.

0,00

1,00

2,00

3,00

4,00

5,00

6,00

Motivational Instruments

Ideal L2 self

Integrative/Integrativeness

Instrumentality-promotion

Attitudes to L2 community

Cultural interest

Ought-to L2 self 2

Instrumentality-prevention

Family influence

Attitudes to learning English

Criterion measures

15

Table 2. Mean values of most agreed motivational variables (theoretical students)

Theoretical students

Motivational variables Mean

Ideal L2 self

22. I can imagine myself speaking English with international friends or

colleagues.

6,43

29. Studying English is important to me because I plan to study abroad. 5,60

31. Having a high level of English proficiency will allow me to work

globally.

6,36

36. I listen carefully and try to understand all the words whenever I hear a

song that is sung in English.

6,13

44. How often do you watch films that are in English (excluding any

dubbed movies)?

5,16

Ought-to L2 self

54. An educated person is supposed to know English well. 6,00

57. I have to study English because I do not want to get bad marks in my

English course.

6,16

67. My parents strongly believe that English is important for my future. 5,20

L2 learning experience

02. I find learning English really interesting. 6,43

13. I would study English even if it were not a required subject. 6,23

16

Table 3. Mean values of least agreed motivational variables (theoretical students)

Theoretical students

Motivational variables Mean

Ideal L2 self

41. I often meet people who come from native English-speaking

countries.

3,80

47. How often do you play video games where English is the primary

language?

2,80

Ought-to L2 self

49. I study English because close friends of mine think it is important. 3,70

L2 learning experience

11. I would like to concentrate on studying English more than any other

topic.

3,63

Summary

In this section, the theoretical students’ attitudes and motivation towards learning ESL are

examined in details. The obtained score of motivational variables indicate that theoretical

participants are very much conscious about the importance of English and they work hard to

get command on English because of having good L2 motivating aspects in their life. The

results shows that among ten motivational variables, seven question items attained higher

mean than 6, and only three in the 5-range, suggesting strongly agreed preferences. Three got

mean of less than 4, and only one instrument received the mean of less than 3.

4.2 Attitudes/motivation of vocational students

Table 4 identifies the total and registered values of motivational variables. The table indicates

the number of variables (No.V), number of students (No.S), total value of variables (TV),

mean (M), maximum (Mx.M), and minimum mean (Mi.M). The mean value of all individual

variables provided in the Appendix III. The major aspects of Table 4 are explained in the

following section. In Table 4, the mean values correspond with the number of variables.

17

Table 4. Statistical values of motivational instruments used for student questionnaire

Categorical Instruments No.V No.S TV M Mx.M Mi.M

Ideal L2 self

Ideal L2 self 11 28 7 4,37 4,85 3,67

Integrative/Integrativeness 2 28 7 3,66 3,85 3,46

Instrumentality-promotion 6 28 7 4,27 4,85 3,50

Attitudes to L2 community 7 28 7 3,77 4,64 3,14

Cultural interest 6 28 7 4,70 5,53 3,21

Ought-to L2 self

Ought-to L2 self 7 28 7 3,63 4,67 3,14

Instrumentality-prevention 5 28 7 4,21 4,67 3,60

Family influence 7 28 7 4,17 4,53 3,75

L2 learning experience

Attitudes to learning English 7 28 7 4,02 5,89 2,35

Criterion measures 9 28 7 3,85 4,78 2,64

Figure 2 is presented to show the mean values regarding to ten attitudinal and motivational

variables utilized for student questionnaire. Figure 2 represents the attitudes/motivation level

of vocational students towards ESL, ranging from 3,63 to 4,70 mean value. This Figure shows

that seven variables vary 3,63 to 4,21 while only three variables across 4,21: instrumentality-

promotion (4,27), ideal L2 self (4,37), and cultural interest (4,70). The variable ought-to L2

self with only 3,63 mean value represent that vocational students have less obligations or

responsibilities regarding to get further English education. However, the result suggests that

students have an average level of motivation to learn ESL, but the highest mean value 4,70 of

cultural interest confirms that the students are more influenced from English media channels.

18

Figure 2. The mean values of motivational instruments (vocational students’ response)

By considering individual variables, Table 5 presents the most agreed and Table 6 least

agreed motivational instruments with their mean values of vocational students. In the table 5,

only two statements scored above 5, suggesting strongly agreed preferences in cultural

interest and attitudes to learning English. In opposition, every individual variable in table 6

received a least agreement mean value and even two variables receiving the strongest

disagreement mean value less than 3-range: concerned with extra English lessons at school

and concentrate on studying English. The other eight responses, while scoring above 3, may

indicate disagreement.

Table 5. Mean values of most agreed motivational variables (vocational students)

Vocational Students

Motivational variables Mean

Ideal L2 self

47. How often do you play video games where English is the primary

language?

5,53

L2 learning experience

1. I like the atmosphere in my English class. 5,89

0,00

0,50

1,00

1,50

2,00

2,50

3,00

3,50

4,00

4,50

5,00

Motivational Instruments

Ideal L2 self

Integrative/Integrativeness

Instrumentality-promotion

Attitudes to L2 community

Cultural interest

Ought-to L2 self

Instrumentality-prevention

Family influence

Attitudes to learning English

Criterion measures

19

Table 6. Mean values of least agreed motivational variables (vocational students)

Vocational Students

Motivational variables Mean

Ideal L2 self

24. I can imagine myself studying in a university where all my courses

are taught in English.

3,67

29. Studying English is important to me because I plan to study abroad. 3,46

33. I study English in order to keep updated on and informed about

recent world news.

3,50

40. I want to become more similar to people who are native English

speakers.

3,14

45. How often do you read magazines, newspapers, and/or books that

are in English?

3,21

Ought-to L2 self

49. I study English because close friends of mine think it is important. 3,14

59. If I am not good at English then I will be considered a weak student. 3,60

65. My parents believe that having high skills in English will bring

greater honour to my family.

3,75

L2 learning experience

05. I would like to have more English lessons at school. 2,35

11. I would like to concentrate on studying English more than any other

topic.

2,64

Summary

The mean values of attitudes and motivation among vocational students towards ESL specify

that the participants have an average level (average = 3.5) to learn English, yet only three

variables received higher score than 4 and seven less than 4. It indicates that vocational

students have less interest to learn English education. The results show that most of the

motivational variables received the least agreement mean values, rather two variables got the

strongest disagreement mean value less than 3, which specifies that students didn’t want to

have extra English lessons, because of lacking L2 motivation.

20

4.3 Motivational differences between theoretical and vocational programs

As a concise explanation of statistical characteristics is mentioned in the earlier parts of

results section, Tables 1 through 6 and Figures 1 and 2, present the statistical values of

attitudinal/motivational instruments as well as described the theoretical and vocational

program students’ L2 motivation approach separately. In Table 7 and Figure 3, the statistical

data are combined to focus on the difference between both of the groups. In Section 4.1 and

4.2 above, the mean values of motivational instruments were demonstrated from both of the

student groups individually, and these values are combined in this (4.3) section. In Table 7, it

appears that there is a difference between the mean values of both groups. The mean values of

Table 7 are represented through graph also in Figure 3.

Table 7. The mean values of motivational instruments (theoretical and vocational students)

Motivational Instruments TP

Mean

VP

Mean

Ideal L2 self

Ideal L2 self 5,68 4,37

Integrative/Integrativeness 5,48 3,66

Instrumentality-promotion 5,22 4,27

Attitudes to L2 community 4,85 3,77

Cultural interest 4,33 4,70

Ought-to L2 self

Ought-to L2 self 4,67 3,63

Instrumentality-prevention 5,57 4,21

Family influence 4,60 4,17

L2 learning experience

Attitudes to learning English 5,64 4,02

Criterion measures 5,00 3,85

In Figure 3, the registered data of both programs are combined to analyze the differences

among all variables individually. While I compared the obtained mean value of theoretical

and vocational programs, certain differences were found in the results among all variables.

Figure 3 show that nine categorical instruments amongst theoretical program have higher

21

mean values than the mean values of vocational program, while only one variable cultural

interest has less mean 4,33 than vocational program 4,70. It seems as vocational program

students watch 0,37 more English films, TV programs, and video games with English

subtitles than theoretical students. The statistical results of theoretical students show higher

mean values than the other students in all other motivational variables:

integrative/integrativeness 1,82, attitudes to learning English 1,62, instrumentality-prevention

1,36, ideal L2 self 1,31, criterion measures 1,15, attitudes to L2 community 1,08, ought-to L2

self 1,04, instrumentality-promotion 0,95, and family influence 0,43 respectively.

Figure 3. Mean values of motivational instruments (theoretical and vocational students

Summary

In regards to the attitudes and motivation differences among students, theoretical group has

higher mean values than vocational one in nine motivational variables, while only one

variable among vocational participants received higher value than theoretical ones. It seems as

vocational group spends more time to watch English media channels than theoretical group. It

seems that there is a huge difference between both of the groups regarding to L2 motivation.

One can see that theoretical students are considerably more motivated than vocational

students towards getting English education.

0

1

2

3

4

5

6

Theoretical Students

Vocational Students

22

Dörnyei’s (2005) L2 motivational self system constructed on three dimensions: the ideal L2

self, ought-to L2 self, and L2 learning experience. In Table 8 and Figure 4, the data

represented confirms a precise and compact difference between both groups of students. This

data suggests that the strength of theoretical students in L2 learning experience (5,32) is 1,39

mean value higher than vocational students; such as, ideal L2 self 0,96 and ought-to L2 self

0,94 respectively. The results suggest that theoretical students have considerably higher L2

motivation than vocational students. Regarding the vocational students, the results show that

they also appear to be motivated towards learning English language, because the findings

claim that they get higher than average mean value (average mean value = 3.5) in three

dimensions: Ideal L2 self (4,15), Ought-to L2 self (4,00), and L2 Learning Experience (3,93).

Table 8. The mean values of L2 learning experience, ideal L2 self, and ought-to L2 self

between theoretical (TP) and vocational programs (VP).

Three Dimensions of L2 Motivation TP Mean VP Mean

Ideal L2 self 5,11 4,15

Ought-to L2 self 4,94 4,00

L2 Learning Experience 5,32 3,93

23

Figure 4.The mean values of Ideal L2 self, ought to L2 self, and L2 learning experience

between theoretical and vocational programs.

5. Discussion

The obtained results of the current study’s questionnaire provide support for Dörnyei’s (2005)

framework in Swedish context. The results reveal that the ideal L2 self, ought-to L2 self, and

L2 learning experience, measuring the underlying factors of attitudes and motivation for L2

learning in both theoretical and vocational groups. The results show that there is a clear

difference between theoretical and vocational participants in relation to the L2 motivation. It

is established that the L2 learning experience obtained the highest score among all three

motivational dimensions between both of the groups, and the L2 motivation and learning

attitudes of vocational participants gained lower mean values than theoretical ones. In the case

of ideal L2 self, the findings indicate that theoretical students got higher mean values than

vocational students, which shows that theoretical participants are more concerned towards

language learning motivation than vocational participants in order to achieve their ideal self

for their career. Last but not least, the ought-to L2 self also have an obvious difference

between both of the groups. The outcome represents that theoretical students scored higher

than vocational ones relating to fulfil their ought self, and this variation designates that

theoretical participants are more serious than vocational participants to get good grades and

meet their duties, obligations or moral responsibilities towards L2 learning (Dörnyei, 2009).

0,00

1,00

2,00

3,00

4,00

5,00

6,00

Ideal L2 self Ought-to L2 self L2 Learning Experience

Theoretical Programs

Vocational Programs

24

However, the ought-to L2 self indicates the least value towards L2 motivation among

theoretical students as compare to the ideal L2 self and L2 learning experience. In the case of

vocational students, the L2 learning experience got the least score by contrasting ideal L2 self

and ought-to L2 self which predicts students less effort in language learning. Csizer and

Kormos (2009) claim that the three dimensions of Dörnyei’s (2005) theory the ‘ideal L2 self,

ought-to L2 self, and L2 learning experience are either not related at all to each other or show

only weak correlations, indicating that these three constructs are clearly different and

independent motivational variables. The results in the current study show that L2 learning

experience has the highest score in theoretical group, while the ideal L2 self and ought-to L2

self obtained almost equal values, but ideal L2 self has higher score than ought-to L2 self in

both of the groups. As Deci and Ryan (1985, 2002) say that an effective self concept and

intrinsic interests are more influential predictors concerning that how much effort the

language learners are willing to invest in learning than extrinsic motivational forces. The

motivational instruments of the ideal L2 self expresses students’ intrinsic values and self-

perceptions about achieving command on the target language. As the ideal L2 self, ought-to

L2 self, and L2 learning experience show the value of fundamental factors in the results, it

signifies that Dörnyei’s (2005) re-theorizing motivation theory may take place of integrative

variable in the field of L2 motivation. I will now discuss each of these three components in

the sections that follow.

5.1 Ideal L2 self

The first most significant dimension of Dörnyei’s (2005) model is ideal L2 self, which

expresses students’ attitudes towards the importance of English at national and international

level. Additionally, it plays a crucial role to become a driving force in L2 learning, and makes

possible for language learners to visualize a future image of themselves as the competent L2

learners. The results, however, suggest that theoretical students provided higher scores in the

ideal L2 self than ought-to L2 self, because their demographic responses advocate that most of

the students preferred to get higher education to get a master or PhD degree. Other

participants, who do not want to continue their studies, are very much aware of the

importance of English in their professional life and career. It seems that the participants’

idealized images of themselves are thus very important in order to become good language

learners. In the case of vocational group, the ideal L2 self gained the highest scores among all

of the three motivational dimensions, which confirm that vocational students are conscious

25

about the usage of English at local and global level. However, it seems that the Swedish

students’ views towards English do not revolve only around integrative or extrinsic

motivating factors; rather, they have intrinsic motivating characteristics, significantly, which

are correlated with the learners’ L2 self concept. The results represent that the study supports

earlier investigations in the field of L2 motivation (e.g., Lamb, 2004; Warden & Lin, 2000;

Yashima, 2000, 2002, Kormos & Csizer, 2008).

The findings show that both groups in Swedish setting are highly motivated under the

ideal L2 self instruments, and it is obvious from the obtained results that English serves as an

important tool for most of the skilled language learners to communicate with English

community, get better job, study abroad, to integrate, and adopt foreign culture. Furthermore,

it helps to gain information about the world through international mass media such as English

news, films, programs, TV channels and internet.

5.2 Ought-to L2 self

The ought-to L2 self variable consists of extrinsic factors that affect learning an L2. The

results indicate that participants obtained L2 motivation from their surroundings: friends,

family members, and teachers. As the respondents’ demographic data give details, the learners

start to learn English from a very young age and being aware of learning ESL for their career

prospects. Moreover, the globalised mass media products have relatively high impacts on

students’ L2 motivation, because students utilize computer products in their daily routine life.

These external factors also leave strong effects on students L2 motivation. Dörnyei (2001)

argues that it is the most important responsibility of teachers to motivate students for learning

education. The investigation highlights a contribution of teachers, peers, or boss to provide a

long term motivation for language learners. The results also elaborate strong outcomes in

instrumentality prevention variable between both of the groups. Most of the students in both

groups have their intention to study English for completing their education and get a diploma,

while others want to get higher grade in order to compete in the class and use English

successfully for their future career. Regarding to the instrumentality, it is an important

illustration that instrumentality has two distinctive aspects; because, these aspects separately

sum up the major and underlying motivational factors of language learners.

Further, the family influence motivational instrument of the ought-to L2 self clarifies

parental influence towards English education. The variable contributes positively to formulate

a strong self-concept among both groups. The results suggest that for theoretical group the

26

correlation between the parental influence and ought-to L2 self is very strong. While parental

influence finding seems pretty close between both groups, it shows that the ought-to L2 self is

completely constructed on social values. Indeed, it confirms that characteristics of students’

views have to meet the expectations of their surroundings and environment such as Dörnyei

(2005) calls it the attitude of the learners’ immediate learning environment. According to the

self-discrepancy theory of Higgins (1987), one’s ought-to self is primarily shaped by

significant others, and in the case of this investigation, the results show that the environmental

influences regarding L2 motivation, in Swedish setting, are derived from the language

learners’ parents and instrumentality prevention. As the findings reveal, the family influence

scored higher than ought-to L2 self among vocational participants while the theoretical group

treats both of the components equally. It can be assumed that the parental influence has direct

or indirect effects on students’ motivational values, which contribute highly to the students’

extrinsic L2 self-concept. Moreover, the instrumentality prevention provides extra ordinary

results among theoretical participants, which create the impression that the participants are not

only highly serious towards English education rather they want to get good grades in order to

maintain their higher education.

5.3 L2 learning experience

Finally, the third component of the L2 motivational system is L2 learning experience, as

mentioned earlier that it shapes the students’ attitude towards learning English. The results

indicate that theoretical students have the highest tendency level to learn English. The

theoretical participants scored much more than average in each of the variables. It gives the

feeling that the learners have very strong intrinsic interest in learning ESL, which indicates

the students’ positive intensions towards L2 self concept. It seems that all of the activist

values: teachers’ motivation, motivating activities, classroom atmosphere, tasks, and teaching

methods are extremely essential components to influence the students L2 motivation. There

have been investigations (see Nikolov, 1999) in the field of L2 learning motivation, which

validate that positive classroom factors and teachers’ positive behaviour helps to consider the

students learning experiences as well as how much effort the students would like to devote in

language learning (Csizer & Kormos, 2009). In the case of vocational students, the L2

learning experience showed the least score as compared to the other two motivational

components. It can be assumed from the demographic answers of respondents that the most

participating students are willing to start a professional life, right after the completion of their

27

upper secondary education. Indeed, they seem to have intensions to use English for their

future needs, yet they might be considering that high proficiency in English would not lead

them towards their career. Therefore, the results record an average score of both variables in

the L2 learning experience dimension.

5.4 The potential differences among students

The second purpose of this research paper was to consider about the potential differences

between vocational and theoretical program students’ attitudes and motivation towards ESL.

In the above sections (5.1 to 5.3), it is explained that what kind of individual preferences were

originated among the students of both groups regarding to L2 motivation and learning ESL.

5.5 Motivational difference in ideal L2 self

Ideal L2 self, integrative, instrumentality promotion, attitude to L2 community, and

cultural interest

Firstly, if we study the possible differences between the participants of both groups, the

findings prove that the ideal L2 self has a stronger tendency towards language learning

motivation concerning to the theoretical participants than vocational participants. By

considering the learners’ self concept in general, it can be seen in the data that participants’

self-image goes through substantial future aim and goals, and therefore their ideal L2 self has

higher importance to think about their career. This dimension is found with the highest score

among vocational students, which confirms that they have self-imagination by assuming the

practical usage of English in their future. Theoretical students, however, have further higher

study plans, moving abroad, and international job intentions, so the L2 self concept is an

important part of their self-image.

Theoretical participants behave differently from vocational ones in the sense that there

is a great difference in the results of the three variables on the ideal L2 self. Indeed, the

theoretical group supposes that they should study English to achieve their idealized English

self, to spend longer period for living and studying abroad, and to obtain an international job.

This might be because good English abilities are regarded as one of the favourable conditions

to find a job at local as well as global level. Whereas, the vocational students assume that they

do not need to work hard for studying English for their future. It could be because for most of

them, good English skills would not be a requirement to find a job, and since they have an

average level of English to consider their ideal self and travel abroad. In 2007, Kobayashi

28

claims that apparently the valuable aspects of English skills are limited to ‘those prospective

and current professional employees who are already in good standing regardless of their

English levels’ (p.64). Accordingly, the idealized and professional English self, among

vocational participants, is recorded less importance than theoretical students.

Regarding to the attitudes to L2 community and cultural interest, relatively an

interesting influence is found in the theoretical and vocational participants. The findings

reveal that both of the groups have opposite tendencies between these two variables.

Vocational students are motivated towards L2 culture variable more than theoretical ones, and

theoretical group has higher score towards L2 community than vocational group. From this

perspective, it seems that L2 culture variable has less attraction in the case of theoretical

students if it is compared with L2 community, and vocational group is more motivated

towards English films, TV programs, and music with English lyrics. It can be assumed that

because of not having good skills in English, vocational students watch the English channels

with English subtitles in order to understand it completely. On the other hand, theoretical

students relatively have good skills in English, so they do not need to bother about English

subtitles. Additionally, one remarkable cross-cultural diversity concerns the influence of

attitudes to L2 community and cultural interest on the ideal L2 self. The results of theoretical

students have the impact from both of the variables on the ideal L2 self, which is considerably

higher than attitude to L2 culture and community, whereas in the vocational data the

contribution of the cultural interest is higher than L2 community, and integrative is roughly

equal to L2 community.

5.6 Motivational difference in ought-to L2 self

Ought-to l2 self, instrumentality prevention, and family influence

Secondly, the study discusses the differences in the ought-to L2 self. Concerning to the ought-

to L2 self and family influence, the results show that theoretical students scored equally in

both of the variables, whereas a huge difference is found among vocational participants data

regarding both variables. The ought-to L2 self got the lowest range among vocational

participants, yet the family influence scoring higher than average. The obtained results

confirm that theoretical students have higher attributes than vocational students to ‘believe

ones ought-to posses (i.e., various duties obligation, or responsibilities) in order to avoid

possible negative outcomes’ (Dörnyei, 2005, p.106). The majority parents of theoretical group

were graduates and aspired to motivate their children for higher education; equally, the

29

parents of other group are also aware from the importance of English education and used to

support their children in order to motivate for learning English. Along the same line, the data

reveals that instrumentality prevention got higher score among theoretical students than

vocational ones. It mean that vocational participants are not highly motivated from prevention

regarding to get good grades in English for a successful future, while theoretical ones seem

highly motivated towards learning English in order to get good grades, get admission in

university, and to be a successful person at their future career. Last but not least, one thing is

found very interesting in this research that both variables of the instrumentality have a strong

correlation among theoretical and vocational students. The instrumentality variables rated

equally among theoretical participants as well as among vocational participants.

5.7 Motivational difference in L2 learning experience

Attitudes to learning English and criterion measures

Finally, if we observe the potential differences between the results of the two groups of

participants, it is found that the L2 learning experience has the strongest effect on L2

motivation and learning attitudes in relation to the theoretical students than for vocational

students. It is important to remember that English is a compulsory subject for upper secondary

school students. The L2 learning experience recorded as the highest score among theoretical

students, because this component has a great effect on the effort of students in language

learning. For vocational students, attitude to learning English and criterion measures could be

somewhat less important, because a considerable and an average developed L2 concept

among vocational students might possibly be enough to tackle the situation in their future,

where they would need to speak in English. In regards to the criterion measures, theoretical

students had a higher average than the vocational ones, which intimates that theoretical

students spend more time to study English as well as they were willing to take extra class and

ready to study English even if it were not a required subject. While in the case of vocational

students, they did not like to concentrate on studying English more than any other topic and

most of them were not willing to study English education in their future.

6. Concluding remarks

To conclude, L2 motivation has been a fundamental interest to linguists and researchers since

Gardner and Lambert’s (1959) motivation theory, and L2 motivation researchers have been

working to determine how motivation affects language learners with the goal of helping to

30

improve the learning process. Dörnyei’s (2005) L2 motivational self system framework is

arguably the most advanced and up-to-date model of L2 motivation, and it has been used to

investigate language learners’ attitudes in formal and informal settings in many countries and

numerous results have validated this new theory. In the current study, I used the same theory

L2 motivational self system in the Swedish settings to investigate the students’ attitudes and

motivation in relation to learning English as a second language at two Swedish upper

secondary schools, as well as potential differences between vocational and theoretical

program students. The two groups investigated represented theoretical and vocational students

in upper secondary school context, where English language is generally taught in classroom

settings. The results indicated that both groups motivated towards learning English education

by the ideal L2 self, ought to L2 self, and L2 learning experience, which represented a

correlation among these three dimensions. The most significant determinant effort of learning

ESL, in the findings, was the dimension of L2 learning experience among theoretical

participants. It was found to be stronger dimension than the ideal L2 self and ought to L2 self,

while for vocational participants the ideal L2 self, ought to L2 self, and L2 learning

experience played an equally essential role.

The results suggest that motivational factors have great influence on students’ effort for

language learning, which emphasize the importance of ideal self, ought self, and situation

specific environment among students. Regarding to theoretical students, the role of the ought-

to L2 self appeared to be secondary. Its involvement to motivate students’ learning behaviour

was little less, but it achieved the level of equally importance for the vocational students. The

main motivational concepts of the participants’ self notion were globalization, knowledge

adaptation, and language learning experiences. In regards to the potential differences, It is

clearly visible from the findings that theoretical participants are found considerably stronger

than vocational ones in every individual dimension: ideal L2 self, ought to L2 self, and L2

learning experience. The L2 learning experience is distinctively stronger than other

motivational factors, and it influenced the students’ ideal self towards English as an

international language, because both of the factors have a good correlation between them. By

considering ideal L2 self, participants could imagine themselves as proficient language users,

having international jobs, living and studying abroad, and communicating with foreigners in

the future. Students’ ought-to L2 self was found to have only instrumentality prevention factor

with a significant contribution towards ought self, so they can get good grades and continue

their education in national and international universities. While, most of the vocational

program students do not want to continue higher education. Although the findings indicate

31

that they have awareness of English importance, got good family influence, and want to use

English in their future effectively, the mean values show that almost half of the students aren’t

interested to study English in their future and even less interested in language learning

experience. Finally, I think that future investigations should be researched by assuming the

role of L2 motivational self system on a broader level in the Swedish context, which might be

helpful to improve L2 motivation among vocational students.

32

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37

Appendices

Appendix I

Note. Since the target participants were Swedish students, the questionnaire was written in

Swedish (Appendix II). This questionnaire (Appendix I) is translated into English by

considering L2 motivational self system, which describes the three main dimensions and ten

motivational instruments as headings in the following questionnaire. I didn’t provide these

three dimensions and ten motivational instrument headings in the questionnaire, which was

provided to the students of theoretical and vocational programs in both schools (see Appendix

II) because it might have influenced the respondents when they filled in questionnaire.

The Attitudes and Motivation of Swedish Students towards Learning English as a

Second-Language: Upper-Secondary School Students

Following are a number of statements with which some people agree and others disagree. We

would like you to indicate your opinion from 1 to 7 after each statement by selecting an

option in the check box that best indicates the extent to which you agree or disagree with the

statement. Thank you very much for your help.

A.

1. Strongly Disagree

2. Disagree

3. Slightly Disagree

4. Neither Agree nor Disagree

5. Slightly Agree

6. Agree

7. Strongly Agree

B.

1. Never

2. Rarely

3. Occasionally

4. Sometimes, in about 50% of the chances when I could have

5. Frequently

6. Usually

7. Every time

38

Attitudinal/Motivational Variables

1. Ideal L2 self

I. Ideal L2 self 1 2 3 4 5 6 7

17. The things that I want to do in the future will

require good English speaking skills.

18. I can imagine myself being able to use English

effectively in my future career.

19. I can imagine myself living abroad and taking

part in a serious discussion or conversation using

only English.

20. I can imagine myself living abroad and using

English effectively for communicating with the

locals.

21. I can imagine a situation where I am

successfully speaking English with other non-

native speakers of English.

22. I can imagine myself speaking English with

international friends or colleagues.

23. I can imagine myself speaking English as

though I was a native speaker of English

24. I can imagine myself studying in a university

where all my courses are taught in English.

25. Having a high level of English proficiency will

allow me to make a lot more money than those

who do not.

26. Having a high level of English proficiency will

someday help me to get a good job.

27. Highly proficient English speakers get more

promotions at work.

II. Integrative/Integrativeness

28. Studying English is important to me because I

would like to spend a longer period living abroad.

39

29. Studying English is important to me because I

plan to study abroad.

III. Instrumentality (promotion)

30. English is a necessary skill to have if you want

to go on to advanced studies.

31. Having a high level of English proficiency will

allow me to work globally.

32. The things I want to do in the future will

require that I am proficient in English.

33. I study English in order to keep updated on

and informed about recent world news.

34. To become an educated person I should learn

English.

35. Having a high level of English proficiency will

allow me to attain higher social status.

IV. Attitudes to L2 community

36. I listen carefully and try to understand all the

words whenever I hear a song that is sung in

English.

37. Learning English is important if you want to

know more about the culture and art of native

English speakers.

38. I like people who live in native English-

speaking countries.

39. I would like to know more about the people

who live in native English-speaking countries.

40. I want to become more similar to people who

are native English speakers.

41. I often meet people who come from native

English-speaking countries.

42. I often travel to native English speaking

countries.

40

V. Cultural interest

43. How often do you watch TV programs that are

in English (excluding any dubbed programs)?

44. How often do you watch films that are in

English (excluding any dubbed movies)?

45. How often do you read magazines,

newspapers, and/or books that are in English?

46. How often do you listen to music with English

lyrics?

47. How often do you play video games where

English is the primary language?

48. How often do you use social media web sites

for blogging, socializing, or networking in

English?

3. Ought-to L2 self

I. Ought-to L2 self

49. I study English because close friends of mine

think it is important.

50. Learning English is necessary because

everyone I know expects me to be good at it.

51. Learning English important to me because the

people that I respect think that I should be good at

it.

52. Studying English is important because it will

help me get the approval of my peers, teachers,

family, and/or boss.

53. It will have a negative impact on my life if I

do not learn English.

54. An educated person is supposed to know

English well.

55. Other people will respect me more if I have

41

knowledge of English.

II. Instrumentality (prevention)

56. I have to study English because if I do not then

I will not graduate.

57. I have to study English because I do not want

to get bad marks in my English course.

58. I have to study English if I want to be

successful at my future career.

59. If I am not good at English then I will be

considered a weak student.

60. I would feel ashamed if I got bad grades in

English.

III. Family influence

61. My parents encourage me to study English.

62. My parents encourage me to take every

opportunity to use my English (e.g. speaking and

reading).

63. My parents encourage me to practice my

English as much as possible.

64. My parents believe that I must study English

to be an educated person.

65. My parents believe that having high skills in

English will bring greater honor to my family.

66. I have to study English; otherwise my parents

will be disappointed in me.

67. My parents strongly believe that English is

important for my future.

3. L2 learning experience

I. Attitudes to learning English

1. I like the atmosphere in my English class.

42

2. I find learning English really interesting.

3. I always look forward to taking English class.

4. I really enjoy learning English.

5. I would like to have more English lessons at

school.

6. I think time passes by quickly while studying

English.

7. Learning English is one of the most important

aspects in my life.

II. Criterion measures

8. I work hard at learning English.

9. I am prepared to expend a lot of effort in

learning English.

10. I would like to spend lots of time studying

English.

11. I would like to concentrate on studying

English more than any other topic.

12. Compared to my classmates, I work very hard

at learning English.

13. I would study English even if it were not a

required subject.

14. It is extremely important for me to learn

English.

15. If English were not taught in school, I would

try to take English classes somewhere else.

16. If I had the chance to take an English course

after I complete Gymnasium, I would take it.

Finally, please answer these few personal questions.

1. Your Gender?

Female …………………

Male …………………

43

2. How old are you?

Age …………………

3. How old were you when you started learning English?

Age …………………

4. Is your teacher native English?

Yes …………………

No …………………

5. What is your annual household income?

Not Required

1) Less than 100,000 SEK …………………

2) Between 100,000 to 200,000 SEK …………………

3) Between 200,000 to 300,000 SEK …………………

4) Do not know …………………

6. What is your current employment status?

Not Required

1) Employed or self-employed …………………

2) Student …………………

3) Unemployed …………………

7. What is highest level of education that has been attained in your household? *Required

Including your parents and your siblings

No education …………………

Completed primary …………………

Completed secondary …………………

Completed high school …………………

Bachelor degree (University) …………………

Masters …………………

PhD (Doctorate) …………………

44

8. Which type of program are you enrolled in?

Theoretical Program …………………

Vocational Program …………………

9. What is your specific field of study within this program?

…………………

10. When you complete this upper secondary school what do you intend to do for your career?

Study at University …………………

Start professional life …………………

11. If you selected "Study at University" above, which field of studies will you major in?

…………………

12. If you start your professional life, which field of work do you intend to join?

…………………

13. Do you have English Native speaker parents?

Yes …………………

No …………………

14. If Yes

Please explain briefly.

…………………………………………………………………………………………………

…………………………………………………………………………………………………

15. If No. (What level of English does your Mother/Father has)

How would you rate your parents' English knowledge?

Unacceptable …………………

Very poor …………………

Poor …………………

Satisfactory …………………

Good …………………

Very good …………………

45

Excellent …………………

16. How many languages do you speak?

1 …………………

2 …………………

3 …………………

4 or more …………………

17. Are you a native speaker of any other language?

Native speaker mean, you have spoken the language from birth.

Yes …………………

No …………………

18. If Yes,

Please mention it. …………………

46

Appendix II (In Swedish)

Svenska studenters attityd och motivation till att lära engelska som andraspråk :

gymnasiestudenter

Nedan följer ett antal påståenden som vissa människor är överens och andra oense om. Vi vill

att du anger din åsikt efter varje påstående genom att välja ett alternativ i rutan som bäst visar

i vilken grad du instämmer eller inte instämmer med påståendet (välj endast ett alternativ från

1 till 7).. Tack så mycket för hjälpen.

A.

1. Instämmer inte alls

2. Håller inte med

3. Håller inte med till viss del

4. Varken ja eller nej

5. Instämmer till viss del

6. Instämmer

7. Instämmer helt

B.

1. Aldrig

2. Sällan

3. Ibland

4. Ibland, i omkring 50 % av de fall när jag kunde ha

5. Ofta

6. Vanligtvis

7. Varje gång

Attityd och motivation variabler

1 2 3 4 5 6 7

1. Jag gillar atmosfären i min engelska klass.

2. Jag tycker att lära mig engelska är riktigt

intressant.

47

3. Jag ser alltid fram emot att ha

engelskaundervisning.

4. Jag tycker verkligen om att lära mig

engelska.

5. Jag skulle vilja ha fler lektioner i engelska i

skolan.

6. Jag tycker att tiden går fort när jag studerar

engelska.

7. Lära mig engelska är en av de viktigaste

aspekterna i mitt liv.

8. Jag jobbar hårt på att lära mig engelska.

9. Jag är beredd att lägga ner mycket kraft på

att lära mig engelska.

10. Jag vill spendera massor av tid med att

studera engelska.

11. Jag vill koncentrera mig på att studera

engelska mer än något annat ämne.

12. Jämfört med mina klasskamrater, arbetar

jag mycket hårt på att lära mig engelska.

13. Jag skulle studera engelska, även om det

inte var ett obligatoriskt ämne.

14. Det är oerhört viktigt för mig att lära mig

engelska.

15. Om engelska inte lärdes ut i skolan, skulle

jag försöka få engelskundervisning någon

annanstans.

16. Om jag hade chansen att ta en kurs i

engelska när jag slutfört gymnasiet, skulle jag

göra det.

17. De saker som jag vill göra i framtiden

kommer att kräva god engelsk talförmåga.

18. Jag kan tänka mig att kunna använda

engelska effektivt i min framtida karriär.

48

19. Jag kan tänka mig att bo utomlands och att

delta i en seriös diskussion eller konversation

med enbart engelska.

20. Jag kan tänka mig att bo utomlands och att

använda engelska på ett effektivt sätt för att

kommunicera med lokalbefolkningen.

21. Jag kan tänka mig en situation där jag

framgångsrikt talar engelska med andra som

inte har engelska som modersmål.

22. Jag kan tänka mig att tala engelska med

internationella vänner eller kollegor.

23. Jag kan tänka mig att tala engelska som om

jag hade engelska som modersmål.

24. Jag kan tänka mig att studera på ett

universitet där alla mina kurser ges på

engelska.

25. Att ha en hög nivå på kunskaper i engelska

kommer att tillåta mig att tjäna mer pengar än

de som inte har det.

26. Att ha en hög nivå på kunskaper i engelska

kommer en dag att hjälpa mig att få ett bra

jobb.

27. Mycket duktiga engelsktalande får fler

befodran i arbetet.

28. Att studera engelska är viktigt för mig

eftersom jag skulle vilja tillbringa en längre tid

boende utomlands.

29. Att studera engelska är viktigt för mig

eftersom jag planerar att studera utomlands.

30. Engelska är en nödvändig färdighet att ha

om du vill gå vidare till högre studier.

31. Att ha en hög nivå på kunskaper i engelska

kommer att tillåta mig att arbeta globalt.

49

32. De saker jag vill göra i framtiden kommer

att kräva att jag är duktig på engelska.

33. Jag studerar engelska för att hålla mig

uppdaterad och informerad om de senaste

världsnyheterna.

34. För att bli en utbildad person borde jag lära

mig engelska.

35. Att ha en hög nivå på kunskaper i engelska

kommer att tillåta mig att nå högre social

status.

36. Jag lyssnar och försöker förstå alla ord när

jag hör en låt som sjungs på engelska.

37. Lära sig engelska är viktigt om du vill veta

mer om engelska modersmålstalande kultur

och konst.

38. Jag tycker om människor som lever i

infödda engelsktalande länder.

39. Jag skulle vilja veta mer om de människor

som bor i inhemska engelsktalande länder.

40. Jag vill bli mer lik människor som har

engelska som modersmål.

41. Jag möter ofta människor som kommer

från infödda engelsktalande länder.

42. Jag reser ofta till engelsktalande länder.

43. Hur ofta brukar du titta på TV- program

som är på engelska (exklusive eventuellt

dubbade program)?

44. Hur ofta brukar du titta på filmer som är på

engelska (exklusive eventuellt dubbade

filmer)?

45. Hur ofta läser du tidskrifter, tidningar,

och/eller böcker som är på engelska?

46. Hur ofta brukar du lyssna på musik med

50

engelska texter?

47. Hur ofta spelar du tv-spel där engelska är

det primära språket?

48. Hur ofta använder du sociala mediers

webbplatser för att blogga, umgås, eller skapa

kontakt på engelska?

49. Jag studerar engelska eftersom nära vänner

till mig tycker att det är viktigt.

50. Lära mig engelska är nödvändigt eftersom

alla jag känner förväntar sig att jag är bra på

det.

51. Lära mig engelska är viktigt för mig

eftersom de människor som jag respekterar

tycker att jag borde vara bra på det.

52. Att studera engelska är viktigt eftersom det

kommer att hjälpa mig att få godkännande av

mina kamrater, lärare, familj och/eller chef.

53. Det kommer att ha en negativ inverkan på

mitt liv om jag inte lär mig engelska.

54. En utbildad person förväntas kunna

engelska väl.

55. Andra människor kommer att respektera

mig mer om jag har kunskaper i engelska.

56. Jag måste plugga engelska , för om jag inte

gör det då kommer jag inte ta examen.

57. Jag måste plugga engelska eftersom jag

inte vill få dåliga betyg i min engelskakurs.

58. Jag måste plugga engelska om jag vill bli

framgångsrik i min framtida karriär.

59. Om jag inte är bra på engelska så kommer

jag att betraktas som en svag elev.

60. Jag skulle skämmas om jag fick dåliga

betyg i engelska.

51

61. Mina föräldrar uppmuntrar mig att studera

engelska.

62. Mina föräldrar uppmuntrar mig att ta vara

på varje tillfälle att använda min engelska

(t.ex. tala och läsa).

63. Mina föräldrar uppmuntrar mig att öva min

engelska så mycket som möjligt.

64. Mina föräldrar tror att jag måste studera

engelska för att vara en utbildad person.

65. Mina föräldrar tror att en hög kompetens i

engelska kommer att medföra större ära till

min familj.

66. Jag måste studera engelska, annars

kommer mina föräldrar bli besvikna på mig.

67. Mina föräldrar tror starkt på att engelska är

viktigt för min framtid.

Slutligen , besvara dessa få personliga frågor .

1. Ditt kön?

Kvinna ..........................

Man ..........................

2. Hur gammal är du?

Ålder ..........................

3. Hur gammal var du när du började lära dig engelska?

Ålder ..........................

4. Har din lärare engelska som modersmål?

Ja ..........................

Nej ..........................

52

5. Vad är din årliga hushållsinkomst?

Krävs ej

1) Mindre än 100.000 kronor ..........................

2) Mellan 100.000 till 200.000 kronor ..........................

3) Mellan 200.000 till 300.000 kronor ..........................

4) Vet ej ..........................

6. Vilken är din nuvarande anställningsstatus?

Krävs ej

1) Anställd eller egenföretagare ..........................

2) Student ..........................

3) Arbetslös ..........................

7. Vad är den högsta utbildning som har uppnåtts i ditt hushåll ? * Obligatorisk

inklusive dina föräldrar och dina syskon.

Ingen utbildning ..........................

Avslutad grundskola ..........................

Avslutat gymnasiet ..........................

Kandidatexamen (universitetet) ..........................

Masterexamen ..........................

Ph.D (doktorsexamen) ..........................

8. Vilken typ av program är du inskriven på? * Obligatorisk

Teoretiskt program ..........................

Yrkesprogram ..........................

9. Vilken är ditt specifika ämnesområde inom detta program ? * Obligatorisk

..........................

10. När du är klar här med gymnasiet, vad tänker du göra för din karriär? * Obligatorisk

Studera vid universitetet ..........................

Starta yrkesliv ..........................

53

11. Om du valde "Studera på universitet" ovan, vilken studieinriktning kommer du ta examen

i * Obligatorisk

..........................

12. Om du startar ditt yrkesliv, vilket arbetsfält tänker du välja?

..........................

13. Har dina föräldrar engelska som modersmål?

Ja ..........................

Nej ..........................

14. Om Ja

Förklara kortfattat.

.......................................................................................................................................................

.......................................................................................................................................................

15. Om Nej (Vilken nivå av engelska har din mor/far)

Hur bedömer du dina föräldrars engelska kunskaper?

Oacceptabelt ..........................

mycket dålig ..........................

Dålig ..........................

Tillfredsställande ..........................

Bra ..........................

mycket bra ..........................

Utmärkt ..........................

16. Hur många språk talar du?

1 ..........................

2 ..........................

3 ..........................

4 eller fler ..........................

17. Har du något annat modersmål?

Modersmål betyder att du har talat språket från födseln.

Ja ..........................

54

Nej ..........................

18. Om Ja,

Språket (eller språken)

..........................

55

Appendix III

The Attitudes and Motivation of Swedish Students towards Learning English as a

Second-Language: Upper-Secondary School Students

The mean value of Theoretical Program Students (T.P.S), and Vocational Program Students

(V.P.S)

Questionnaire items (Motivational variables) T.P.S

Mean

V.P.S

Mean

1. Ideal L2 self

I. Ideal L2 self

17. The things that I want to do in the future will require good

English speaking skills.

5,76 4,32

18. I can imagine myself being able to use English effectively in my

future career.

5,93 4,71

19. I can imagine myself living abroad and taking part in a serious

discussion or conversation using only English.

6,00 4,39

20. I can imagine myself living abroad and using English

effectively for communicating with the locals.

6,10 4,85

21. I can imagine a situation where I am successfully speaking

English with other non-native speakers of English.

6,03 4,39

22. I can imagine myself speaking English with international

friends or colleagues.

6,43 4,78

23. I can imagine myself speaking English as though I was a native

speaker of English

5,70 4,39

24. I can imagine myself studying in a university where all my

courses are taught in English.

5,30 3,67

25. Having a high level of English proficiency will allow me to

make a lot more money than those who do not.

5,10 3,96

26. Having a high level of English proficiency will someday help

me to get a good job.

5,60 4,42

27. Highly proficient English speakers get more promotions at

work.

4,53 4,17

56

II. Integrative

28. Studying English is important to me because I would like to

spend a longer period living abroad.

5,36 3,85

29. Studying English is important to me because I plan to study

abroad.

5,60 3,46

III. Instrumentality (promotion)

30. English is a necessary skill to have if you want to go on to

advanced studies.

5,43 4,50

31. Having a high level of English proficiency will allow me to

work globally.

6,36 4,85

32. The things I want to do in the future will require that I am

proficient in English.

4,86 4,03

33. I study English in order to keep updated on and informed about

recent world news.

4,80 3,50

34. To become an educated person I should learn English. 5,43 4,32

35. Having a high level of English proficiency will allow me to

attain higher social status.

4,46 4,42

IV. Attitudes to L2 community

36. I listen carefully and try to understand all the words whenever I

hear a song that is sung in English.

6,13 4,64

37. Learning English is important if you want to know more about

the culture and art of native English speakers.

5,13 4,07

38. I like people who live in native English-speaking countries. 4,93 4,10

39. I would like to know more about the people who live in native

English-speaking countries.

5,53 3,57

40. I want to become more similar to people who are native English

speakers.

4,40 3,14

41. I often meet people who come from native English-speaking

countries.

3,80 3,50

42. I often travel to native English speaking countries. 4,03 3,35

V. Cultural Interest

43. How often do you watch TV programs that are in English

(excluding any dubbed programs)?

4,86 5,17

57

44. How often do you watch films that are in English (excluding

any dubbed movies)?

5,16 5,03

45. How often do you read magazines, newspapers, and/or books

that are in English?

3,80 3,21

46. How often do you listen to music with English lyrics? 4,73 5,10

47. How often do you play video games where English is the

primary language?

2,80 5,53

48. How often do you use social media web sites for blogging,

socializing, or networking in English?

4,63 4,17

2. Ought-to L2 self

I. Ought-to L2 self

49. I study English because close friends of mine think it is

important.

3,70 3,14

50. Learning English is necessary because everyone I know expects

me to be good at it.

5,23 3,21

51. Learning English important to me because the people that I

respect think that I should be good at it.

3,96 3,21

52. Studying English is important because it will help me get the

approval of my peers, teachers, family, and/or boss.

4,70 3,35

53. It will have a negative impact on my life if I do not learn

English.

5,10 4,07

54. An educated person is supposed to know English well. 6,00 4,67

55. Other people will respect me more if I have knowledge of

English.

4,00 3,78

II. Instrumentality (prevention)

56. I have to study English because if I do not then I will not

graduate.

5,30 4,53

57. I have to study English because I do not want to get bad marks

in my English course.

6,16 4,67

58. I have to study English if I want to be successful at my future

career.

5,56 4,07

59. If I am not good at English then I will be considered a weak

student.

4,73 3,60

58

60. I would feel ashamed if I got bad grades in English. 6,10 4,17

III. Family influence

61. My parents encourage me to study English. 5,16 4,50

62. My parents encourage me to take every opportunity to use my

English (e.g. speaking and reading).

4,66 4,17

63. My parents encourage me to practice my English as much as

possible.

4,73 4,14

64. My parents believe that I must study English to be an educated

person.

4,30 4,17

65. My parents believe that having high skills in English will bring

greater honor to my family.

4,16 3,75

66. I have to study English; otherwise my parents will be

disappointed in me.

4,03 3,92

67. My parents strongly believe that English is important for my

future.

5,20 4,53

3. L2 learning experience

Attitudes to learning English

1. I like the atmosphere in my English class. 6,00 5,89

2. I find learning English really interesting. 6,43 4,85

3. I always look forward to taking English class. 6,30 3,53

4. I really enjoy learning English. 5,83 4,35

5. I would like to have more English lessons at school. 5,13 2,35

6. I think time passes by quickly while studying English. 5,26 3,35

7. Learning English is one of the most important aspects in my life. 4,53 3,78

Criterion measures

8. I work hard at learning English. 5,13 4,78

9. I am prepared to expend a lot of effort in learning English. 5,03 4,32

10. I would like to spend lots of time studying English. 4,43 3,10

11. I would like to concentrate on studying English more than any

other topic.

3,63 2,64

12. Compared to my classmates, I work very hard at learning

English.

4,33 3,78

13. I would study English even if it were not a required subject. 6,23 3,96

59

14. It is extremely important for me to learn English. 5,66 4,78

15. If English were not taught in school, I would try to take English

classes somewhere else.

5,73 4,28

16. If I had the chance to take an English course after I complete

Gymnasium, I would take it.

4,83 3,00