Motivational Self-System Theory

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Introduction
The purpose of this essay is to demonstrate the application of the L2 motivational self-system to the English as a foreign language (EFL) and English as a second language (ESL) contexts. More than ever, the English language has become a global means of communication. As a result, the non-English speaking countries, such as Korea and Saudi Arabia, have encouraged students to learn English. Motivation has been cited as a major factor that determines the mastery and acquisition of the English language. While in most cases EFL and ESL are used interchangeably, there are a few distinctions, mostly based on the sources of motivation to learn the language. Dornyei (2009) advanced the L2 motivational self-system theory in an attempt
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The study was conducted using a sample obtained from the English Language Institute of King Abdulaziz University, Jeddah. It was established that despite the emphasis on teaching the English language in the learning institutions, most of the students failed to become competent or gain the necessary communication skills. One of the determining factors in learning EFL is the attitude and the integrativeness (Yoon-Kyoung & Tae-Young, 2012). In Saudi Arabia, and in any other country where English is considered a foreign language, communication using English is normally confined to the classroom. The outside environment does not create a favorable environment that enhances interaction using the English language. Misbar (2015) found a correlation between the ideal L2 self and learning EFL. The ideal L2 self refers to one’s aspirations regarding the skills and competence one wishes to have. Students who consider the English language as being vital have a higher chance of becoming better speakers. In Saudi Arabia, the primary motivation to achieve the English language proficiency was the desire to perform well in exams. Apart from the ideal L2 self, parents and teachers were considered to be an integral part of a student’s learning of English as a foreign language. Students who are encouraged by their parents to learn English are more likely to be motivated, therefore, becoming more proficient. From the studies, it is apparent that the acquisition of ESL is determined by intrinsic motivation (ideal 2 self) and some external factors, such as parents. In the absence of such factors, students are unable to speak the English language fluently, despite many years of attending English
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