A Comparative Study of EFL Male and Female Students’ L2 Self, Ideal Self and Ought-to Self in the Light of ELT Reform

الموضوعات :

Saeed Rahimi ¹ , Neda Fatehi Rad ² , Masoud Tajadini ³

1 - Department of English Language, Kerman Branch, Islamic Azad University, Kerman, Iran
2 - Department of English Language, Kerman Branch, Islamic Azad University, Kerman, Iran
3 - Department of English Language, Kerman Branch, Islamic Azad University, Kerman, Iran

تاريخ الإرسال : 22 الجمعة , رمضان, 1441 تاريخ التأكيد : 22 الأحد , ربيع الأول, 1442 تاريخ الإصدار : 19 الخميس , شعبان, 1442

الکلمات المفتاحية: motivation, gender, ELT paradigm shift, L2 selves, ELT reform,

ملخص المقالة :

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.