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Abstract
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One of the hottest and often discussed individual differences in SLA is language learning motivation. “Motivation is responsible for why people decide to do something, how long they are willing to sustain the activity, and how hard they are going to pursue it” (Dornyei and Ushioda, 2011, p. 4). There have been numerous theories in this field and one of which is Dornyei’s (2005,2009) L2 motivational self system (L2MSS), which includes ideal L2 selves, ought-to L2 selves, and L2 learning experiences. Due to some inconsistent results in studies using L2MSS as a theoretical background, Papi et al. (2018) proposed a revised 2*2 model of self-guides based on Higgins’ (1987) self-discrepancy theory and Higgins’ (1997) regulatory focus theory.
Motivation is traditionally considered as an isolated variable (Dornyei and Ushioda, 2011). However, it is actually a complex constellation that acts with different dimensions of learners’ experiences such as emotions. Reeve (2015, p. 340) defines emotions as “short-lived, feeling-purposive-expressive-bodily responses that help us adapt to the opportunities and challenges we face during important life events.” Traditionally, emotional schemas have been categorized as positive or negative felt emotions (Soloman,1980).
The main and general goal of this study is to model the relationship between the new revised L2MSS, two L2 emotions including boredom and enjoyment, motivated learning behaviors (intended learning behavior and eager/vigilant L2 use), and L2 proficiency using structural equation modeling (SEM). The participants will be sampled from those students who will take actual a TOEFL iBT test. An online questionnaire will be sent to them through social media and they will answer the motivational and emotional items. In the demographics sections, they will report their TOEFL grades, age, and gender.
The findings of this study can have profound implications on motivational strategies (Dornyei and Ushioda, 2011, p. 103), self-regulati
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