چکیده:
There have been few representative studies investigating Iranian senior high school students’ L2 selves shaped by the ELT reform. Thus, the current study was an attempt to ponder on the ideal-self, ought-to self, and L2 experience orientations of Iranian EFL high school students. Moreover, it intended to seek whether there was any relationship between three L2 motivational variables of Iranian EFL high school students across gender and residential background. To this end, 200 males and 184 females from Iranian senior high schools in South part of Iran were selected through purposive sampling. Based on a mixed methods design, the study was conducted to gain the breadth and depth of the issue under investigation. The results showed that there was no substantial gap between male and female learners in L2 motivational preference of English learning. In addition, there was a significant difference between female and male students’ views on ought-to self. Moreover, it was observed that there was no marked difference between the L2 experience of female and male L2 learners. Regarding residential background, there was a significant difference among the mean ranks of the urban residential participants at three L2 motivational orientations but, there was not a significant difference among the mean ranks of the rural residential participants. The findings of the study recommend the incorporation of L2 motivation in teaching methods to improve the learning environment and learner investment in language learning.
خلاصه ماشینی:
In another research, Rajabpour Ghanizadeh and Ghonsooly (2015) investigated the ability to communicate in second language (WTC in L2) in combination with a variety of motivational factors: ideal L2 self, attitudes towards learning English, and L2 anxiety.
1 8 / As for the relationship between gender and Iranian EFL high school students’ L2 motivation in learning English, Pearson Correlation was run.
/ Additionally, to find out whether there is any relationship between gender and Ideal L2 self of EFL high school students in learning English, another Pearson Correlation was conducted.
/ Moreover, to investigate the relationship between gender and ought-to self of Iranian EFL Iranian EFL high school students in learning English, another Pearson correlation was run (Table 11 below).
/ The last research question of this study probed into the relationship between Iranian EFL high school students’ L2 motivation in learning English and residential background (i.
Table 13 Descriptive Analysis of L2 Motivational Orientations of Urban Residence of the Participants {مراجعه شود به فایل جدول الحاقی} {مراجعه شود به فایل جدول الحاقی} Table 14 Descriptive Analysis of L2 Motivational Orientations of Rural Residence of the Participants {مراجعه شود به فایل جدول الحاقی} {مراجعه شود به فایل جدول الحاقی} Additionally, the study was set to explore whether there was any relationship between residential background and Ideal L2 self of Iranian EFL high school students in learning English.
The sixth research question investigated whether there was any relationship between gender and Iranian EFL high school students’ L2 motivation in learning English.
(
, 
, 
)
