The Relationship between L2 Motivational Self System and Language Proficiency of Cambodian EFL Students

Abstract

The study aimed to investigate the relationship between the L2 Motivational Self System and learners' L2 language proficiency. Concurrent mixed-method was used to collect data with students from two private English schools in Phnom Penh, Cambodia. Two hundred and twenty-four students, aged ranging from 9 to 21 years, with different levels of English proficiency, were randomly chosen to participate in the quantitative data collection phase while twenty participants (10 low achievers and 10 high achievers) were also chosen to participate in qualitative data collection. Thirty-item questionnaire was used to measure the level of components of the L2 Motivational Self System. The language proficiency test was used to measure the students' level of English while semi-structured interview was employed to discover the reasons behind their English learning motivation. Quantitative data were analyzed for mean, standard deviation, Pearson's correlation and multiple regression and qualitative data were categorized based on themes. The results showed that the students possessed a high level of the Ideal L2 Self. It was, however found that Ideal L2 Self showed a weak correlation with language proficiency while Ought-to L2 Self and L2 Learning Experience were negatively correlated with language proficiency. Moreover, only the Ideal L2 Self was able to positively predict the proficiency level. Different reasons behind their English learning motivation were personal aspiration, the need for communication, and the learning environment.