Unpacking the role of Ideal L2 Self and Mindset in Explaining EFL Learners’ DMCs

Abstract

Recent trends in the field of second language learning motivation have led to a proliferation of studies that scrutinize Directed Motivational Currents (DMCs). However, there remains a paucity of evidence on the individual difference variables that induce DMCs. In particular, research to date has not yet determined the role of ideal L2 self and mindset in explaining variations in the DMC disposition. This quantitative study aims to fill these gaps in the literature by exploring the role of ideal L2 self and growth mindset in explaining EFL Learners’ DMCs. The current study was conducted with a total of 176 preparatory class students enrolled in the department of English Language and Literature or English Language Teaching at various state universities in Turkey. The data were gathered using a composite survey instrument that includes the DMC Disposition Scale, the Mindset Instrument, and Ideal L2 Self Scale. The findings of the multiple linear regression analysis indicated that growth mindset explained 32% of the variance in EFL learners’ DMCs whereas ideal L2 self contributed to the prediction of DMCs, explaining 24% of the variance in participants’ DMC disposition. The results offer new insights into how teachers could exploit these motivational surges to promote learning in EFL settings.