L2 Motivational self system and L2 writing anxiety among female English language majors in SaudiI Arabia

Abstract

This project relates to two polar domains: second language (L2) motivation, including selfsystem (Dörnyei, 2009), and L2 anxiety, particularly in writing (Cheng, 2004). The study is important because it sets out to clarify the relationship between motivation and the internal processes of linguistic development by shedding light on motivation and language acquisition in L2 writing and the emotional aspects related to this specific skill (Ushioda, 2016). The aim of this study is to explore students’ levels of L2 motivation in a specific skill (writing) and whether feelings of anxiety exist among a group of learners who are widely known for their comparatively higher levels of motivation (Gardner and Lambert, 1972; Dörnyei et al., 2006), specifically as it relates to Arab learners of English (Suleiman, 1993). It furthermore sets out to investigate the sources of both feelings (motivation and anxiety) and how these feelings are reflected in students’ achievements (the writing module grades) as well as in students’ self-rating of their proficiency levels in the writing skill. The study adopts a mixed-method approach, utilising students’ self-administered questionnaires, L2 Motivational Self System and Second Language Writing Anxiety Inventory, student interviews and teacher interviews. The quantitative data were analysed using analysis of variance, correlation analysis and partial correlation analysis in SPSS, and the interview data were analysed thematically. The data yield significant findings regarding students’ levels of motivation and levels of anxiety in L2 writing. It was discovered that high-achieving students can be driven more by feelings of anxiety than by feelings of motivation, whereas low-achieving students can still maintain high levels of motivation. The participants reported on a wide range of factors that are believed to impact L2 writing motivation and L2 writing anxiety. Some of these are related to students’ concepts of ideal self or ought-to self, and some are externalised. Teachers and students provided a multitude of strategies that they drew upon in their experiences of dealing with both negative and positive feelings. It suggests that students need to be made aware of their feelings along the journey of acquiring this important skill and, most importantly, that they need to be armed with certain strategies to help them cope with these feelings. However, teachers require essential guidance on how to detect negative feelings among their students and how to eliminate them. Finally, it is recommended that research on L2 motivation continues to become sharply focused and skill-specific and that L2 anxiety research widens its scope to include the skill of writing instead of being largely focused on L2 speaking anxiety.