The Influence of L2 Motivational Self System on the Willingness to Communicate among Chinese Undergraduate Students in English Medium Instruction Classrooms

다국어 초록 (Multilingual Abstract)

This study adopts a case study approach to investigate the impact of the L2 motivational self system on Chinese undergraduate students participating in English Medium Instruction (EMI) programs. Through individual case analyses within authentic environments, the research explores how the ideal L2 self and external pressures influence students' willingness to communicate and decision-making processes in EMI settings.
Three participants engaged in EMI programs were interviewed via the Tencent Meeting platform. The study employed NVivo software for qualitative data analysis. The results indicate that the ideal L2 self plays a crucial role in shaping students' willingness to communicate in EMI classrooms. Students with a clear ideal L2 self demonstrate higher levels of participation and engagement, driven by their desire to bridge the gap between their current English proficiency and their ideal level. Furthermore, external pressures, such as family expectations and career aspirations, contribute to the formation of the ought-to L2 self. While these pressures enhance students' motivation to improve their English skills, they may also induce anxiety and reluctance to participate, stemming from the fear of negative evaluation. Additionally, the ought-to L2 self strongly influences students' decisions to enroll and actively engage in EMI programs. While EMI programs align with students' personal and professional goals, individual differences in self-concept lead to variations in communication willingness among students.

목차 (Table of Contents)

• 1 Introduction
• 2 Design of the study
• 3 Data collection
• 4 Data analysis
• 5 Research findings
• 6 Conclusion
• References