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Description
This study examines how English and heritage language (HL) self-guides predict the Ideal Multilingual Self (IMS) among Taiwanese high school students. Competing hierarchical regression models revealed that English self-guides accounted for most of the variance in IMS, while HL self-guides made a smaller but significant independent contribution. The findings suggest that multilingual future self-images are shaped primarily by English-based ideal self-representations, with HL identity playing a secondary role.
Abstract section 4: Outcomes/results
When English selves were entered first, they explained 64.4% of the variance in IMS, with HL selves adding a modest but significant 6% (final R² = .704, p < .001). In contrast, HL selves entered first explained only 4.2% and were not significant, whereas adding English selves increased explained variance by 66.2% (p < .001). In the final model, English Ideal Self (own-driven) was the dominant predictor (β = .85), while HL Ideal Self showed a smaller but significant effect (β = .24). These findings suggest that IMS is largely shaped by English-based ideal self representations.
Abstract section 5: References
Dörnyei, Z. (2009). The L2 motivational self system. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 9–42). Multilingual Matters.
Henry, A. (2017). L2 motivation and multilingual identities. The Modern Language
Journal, 101, 548–565.
Papi, M., Bondarenko, A. V., Mansouri, S., Feng, L., & Jiang, C. (2019). Rethinking
L2 motivation research: The 2 × 2 model of L2 self-guides. Studies in Second Language Acquisition, 41, 337–361.
Abstract section 1: Relevance
Research on languages other than English (LOTEs) has expanded, yet heritage language (HL) motivation is rarely examined from a multilingual perspective that considers the simultaneous learning of English and HL. Drawing on the L2 Motivational Self System (Dörnyei, 2009) and the Ideal Multilingual Self (Henry, 2017), this study investigates how English and HL self-guides shape learners’ multilingual future self. Although multilingual identity and motivation are often conceptualized as integrative across languages, little empirical research compares the relative explanatory power of language-specific selves. Competing hierarchical regression models were used to examine these differences.
Abstract section 3: Content/method
A questionnaire survey was conducted with 130 high school students (aged 15–18) in southern Taiwan who had received at least 10 years of English and HL instruction. Participants completed validated scales measuring ideal and ought-to selves in English and HL, considering regulatory focus and self-standpoints (Papi et al., 2019), as well as IMS. Exploratory factor analyses identified motivational factors, followed by hierarchical regression analyses comparing the explanatory power (ΔR²) of English and HL self-systems.
Abstract section 2: Contribution/research questions
This study addressed two questions:
(1) To what extent do English self-guides and HL self-guides independently predict learners’ IMS?
(2) When tested as competing hierarchical models, how do English and HL self-systems differ in their explanatory power in shaping multilingual future self imagery?
| Title | English and Heritage Language Selves in Multilingual Self |
|---|---|
| Teaching Context | Junior/senior high-school |