Why Motivation Matters: Examining the Relationship Between Ideal L2 Self and Willingness to Communicate in Japanese EFL Classrooms

Abstract

The concept of the Ideal L2 Self was introduced in Dörnyei’s L2 Motivational Self System, and is described as how learners envision themselves as successful users of a second language (Dörnyei 2005, 2009). What this future-oriented self-image does is motivates learners to close the gap between their current abilities and their desired identities. Dörnyei says that learners who hold a vivid Ideal L2 Self often engage more actively in tasks, and show greater willingness to use the target language when opportunities arise. Since communication plays a central role in language learning, examining the relationship between learners’ Ideal L2 Self and their willingness to communicate (WTC) may help teachers better understand how motivation influences classroom participation. Thus, this research examines how students' internal motivation through their Ideal L2 Self impacts their classroom WTC. The three guiding research questions are: (1) To what extent do Japanese university students possess a vivid Ideal L2 Self in relation to English language use in future academic, professional, and social contexts? (2) What is the relationship between students’ Ideal L2 Self and their WTC in English during classroom activities? and (3) How do students’ willingness to communicate in English vary across different classroom situations (e.g., peer interaction vs. public speaking)?

The participants answered a self-report survey which assessed their Ideal L2 Self and WTC in various classroom environments. The study results show that students have a low to moderate Ideal L2 Self, yet, they also show that communication is better when students work with peers and in groups. Conversely, their WTC shows a significant decrease when they need to participate in public speaking activities. The study shows that strengthening students' future-oriented motivation leads to better English communicative confidence. Thus, this research demonstrates the necessity of understanding why teachers choose communicative teaching methods, rather than focusing solely on how they implement them, while using motivational strategies to boost Japanese EFL students’ classroom participation.