Exploring the Roles of L2 Motivational Self System in English Learning Achievement of Thai High School Learners

Abstract

This research investigated the roles of L2 Motivational Self System (L2MSS) in English learning achievement of Thai high school learners and success in learning English of Thai high school students. L2MSS consisted of ideal L2 self, ought-to L2 self, and L2 learning experience. Participants included one hundred and twenty twelfth-grade students, selected through the random sampling method, from four typical EFL classes at a local secondary school. Data were collected through a questionnaire and in-depth interviews, conforming to a mixed-method study format. The questionnaire attempted to identify different characteristics of the participants, a prime example of Thai EFL students, and the interviews were conducted to ascertain the perceptions of Thai high school learners on L2 Motivational Self System in their English learning achievement, and success in learning English. The findings from the questionnaire indicated that the ideal L2 self was the most important factor, followed by the L2 learning experience, whereas the ought-to L2 self was the least powerful. Moreover, the interview results suggested that both high and low achievers appeared to have more or less the same goals in learning English. Further research should be conducted to investigate the acquisition/learning processes of the participants in both groups and those in different educational contexts.

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