Feared L2 self as an emerging component of the reconceptualized L2 motivational self system



L2 motivational self system, reconceptualized L2 motivational self system, R-L2MSS, feared L2 self, possible selves


The purpose of this non-experimental quantitative study was to measure Feared L2 Self (FL2S) as a new component of the existing L2 Motivational Self System (L2MSS) and offer a new model through partial least squares structural equation modeling (PLS-SEM). As for the instrument to measure L2 selves, an adopted survey consisting of 72 5-point Likert scale items, five open-ended questions, and a demographic questionnaire was distributed; however, for the purpose of this study, only L2 self related items and constructs were included in the measurement and structural model. The participants were 1022 adult English language learners (ELLs), and ELLs’ English learning experience was redefined as the collection of everyday ESL learning experiences. Results indicated that the strongest relationship was between English learning experience (ELExp) and Ideal L2 Self (IL2S) component, which is also supported by previous studies. Furthermore, the second strongest relationship was between Ought-to L2 Self (OL2S) and FL2S, as well as between ELExp and OL2S. FL2S was an emerging factor reconceptualizing the L2 Motivational Self System (R-L2MSS). Considering the large number of participants and the data obtained from all over the U.S., this study proposes a new and important concept. In the light of these results, implications are provided for ELLs and ESL teachers.


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Author Biography

Hilal Peker, Framingham State University

Hilal Peker completed her B.A. in ELT at METU (2007), M.A. in FLE at the University of Texas at Austin as a Fulbright Scholar (2013), and PhD in Education/TESOL (2016) at the University of Central Florida where she worked as an RA/TA. She worked as an Assistant Professor of Foreign/Second Language Education at Florida State University from 2016 to 2018. Since August 2018, she has been teaching graduate level courses and supervising M.A. and PhD students at Bilkent University. Her research interests include Early Language Learning and Teaching, L2 Motivational Self-System, ELL Bullying-Victimization, ELL identity, simulation technology, and teacher training.



How to Cite

Peker, H. (2020). Feared L2 self as an emerging component of the reconceptualized L2 motivational self system. Eurasian Journal of Applied Linguistics, 6(3), 361-386. Retrieved from https://ejal.info/index.php/ejal/article/view/214



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