Modelling the relationship between the L2 learning experience and future L2 self guides: an investigation into Chinese learners’ LOTE motivation

While the influence of L2 learning experience on language learning motivation has been widely acknowledged, this component of Dörnyei’s (2009. “2. The L2 Motivational Self System.” In Motivation, Language Identity and the L2 Self, edited by Z. Dörnyei, and E. Ushioda, 9–42. Multilingual Matters) L2 motivational self system (L2MSS) has long been marginalised in L2 motivation research. This study addresses the gap by examining how different aspects of L2 learning experience shape future L2 selves among Chinese learners of languages other than English (LOTEs). A total of 304 learners participated, with data collected through a motivational questionnaire measuring their L2 learning experience, ideal L2 self, and ought-to L2 self. A newly validated L2 learning experience scale (LLES), based on Seligman’s (2011. Flourish: A New Understanding of Happiness, Well-Being-and How to Achieve Them. Nicholas Brealey Pub) PERMA model, was used to capture the complexity of learners’ experiences. Confirmatory factor analysis confirmed the validity of the scale, and structural equation modelling tested the relationships among key variables. Results indicated that L2 learning experience significantly influenced the development of the ideal L2 self. Accomplishment and relationship quality had the strongest positive effects, followed by meaning, positive emotions, and active engagement. Negative emotions, however, negatively affected the ideal L2 self but had a moderate positive influence on the ought-to L2 self. Implications for both theoretical development of L2 motivation and pedagogical practice are suggested, highlighting the importance of fostering positive learning experiences.