Second Language Learning Motivational Self System in Korean University Students

This study investigates the Second Language Learning Motivational Self System (L2MSS) among Korean university students, examining how the three components of the framework—Ideal L2 Self, Ought-to L2 Self, and L2 Learning Experience— influence second language motivation and achievement. Using a mixed-methods approach with 70 Korean university students from diverse academic backgrounds, this research explores the cultural specificity and applicability of Dörnyei's L2MSS theory within the Korean educational context. Quantitative analysis through structural equation modeling revealed significant relationships between all three components and L2 motivation, with the Ideal L2 Self showing the strongest predictive power. Qualitative interviews provided deeper insights into how Korean cultural values, particularly collectivism and academic achievement orientation, shape students' motivational self-concepts. The findings contribute to our understanding of L2 motivation in East Asian contexts and offer practical implications for language education policy and pedagogy in Korea.