The L2 Motivational Self System and its influence on Spanish pre-service teachers’ motivated behaviour


  • Marian Amengual Pizarro Universidad de las Islas Baleares


This study aims at examining the influence of Dörnyei’s (2005, 2009) L2 Motivation Self System three main components, as well as integrativeness, instrumentality prevention, and intended effort, on prospective teachers’ motivated behaviour. A total of 75 first-year pre-service school teachers at the University of the Balearic Islands (UIB) completed a questionnaire based on Taguchi, Magid & Papi (2009). The results confirm that student teachers show a positive disposition towards the learning of English as a foreign language. The L2 learning experience seems to play a major part in arousing students’ motivation. The data also indicate that future teachers place more emphasis on integrative reasons (i.e. Ideal L2 Self and integrativeness) than on pragmatic or utilitarian motives (i.e. Instrumentality prevention and Ought to L2 Self) for learning the target language. In fact, integrativeness shows the strongest correlation with intended effort. T-test results also reveal that female participants seem to be more committed and dedicate more time and effort to learn the L2 than their male counterparts. Finally, the data show that university English majors appear to be more intrinsically motivated than non-English majors