When Learning English is Compulsory at School:

Maryam Azarnoosh


Research findings highlight the role of motivation in the long-term process of learning a second/foreign language. One’s motivation can change even in a short period of time under the influence of multifarious factors. To enrich our understanding of the attitudinal/motivational basis of foreign language learning this study attempts to investigate L2 motivational fluctuation, and the possibility of predicting EFL learners’ motivated learning behavior in light of Dörnyei’s (2005, 2009) theory of L2 motivational self system. To this end, 1670 junior high and high school students studying English as a compulsory subject in Iran filled out L2 motivational self system questionnaire. Independent samples t-test and regression analyses were applied; and the findings indicated a higher motivational disposition for junior high school students in comparison to high school students, except for their attitudes towards L2 community. For both groups, attitudes towards L2 learning was the best predictor of students motivated learning behavior.



L2 Motivational Self System, Motivation, Ideal L2 Self, Ought-L2 Self, Attitudes towards L2 learning, Iran

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DOI: https://doi.org/10.7575/aiac.ijalel.v.3n.6p.102


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