Investigating L2 Motivation Self System and Autonomous English Learning Ability of Senior High School EFL Chinese Students

Abstract

This research explored the relationship between Senior High School EFL Chinese students' second language motivational self-system (L2MSS) and autonomous English learning ability. The researcher collected quantitative data from 134 students and conducted semi-structured interviews with six students to obtain qualitative data to supplement the results of the quantitative data. These data were analyzed quantitatively and qualitatively using descriptive analysis, Pearson correlation, and thematic analysis methods. The results of the study showed that, first of all, in terms of L2MSS levels, high school students' overall L2MSS was at the medium level (M=3.6). Secondly, in terms of the level of autonomous English learning ability of high school students, the overall autonomous learning ability was moderate (M=3.2). Thirdly, the L2MSS levels and autonomous English learning ability levels of EFL Chinese senior high school studying in the Liberal Arts and Science program were significantly different. Science students’ L2MSS and autonomous English learning ability levels were higher than those of Liberal Arts students. Fourthly, the Pearson correlation test showed that L2MSS was moderately positively related to autonomous English learning ability among high school students. The qualitative findings based on the semi-structured interviews provided more evidence to support the quantitative data for the connection of the L2MSS and autonomous English learning ability. Finally, this article suggests teachers can improve English autonomous learning ability of high school students through their second language motivational self-system in the process of English learning.