An investigation into the relationship between EFL learners' emotional experiences and L2 motivational self system

The purpose of the present study is to investigate the learners' L2 motivational self-system profiles in terms of ideal L2 self, ought-to L2 self and L2 learning experience and the emotions they experience before, during and after the language learning process. In addition, it aims to investigate the effects of these emotional experiences experienced when attending class, studying and taking tests or exam on learners' motivational orientations to learn English with a specific reference to ideal L2 self, ought-to self and L2 Learning experience. In this regard, 214 adult English language learners, who were at the preparatory class of their department were included in the study. To collect the data, Achievement Emotions Questionnaire (Pekrun et al., (2002) and Language Learning Questionnaire (Taguchi et al., 2009) were administered. To analyze the data collected through both questionnaires, descriptive statistics and multiple regression analyses were conducted. The results of the study revealed that the variable that seems to be the most linked to the learners L2 motivational self system is ideal L2 self followed by L2 Learning experience and then Ought-to self. In addition, it was found that the learners had more positive emotional experiences (e.g., enjoyment and hope) in English learning process than negative emotional experiences (e.g., shame and hopelessness). As for the effects of emotional experiences of learners on their motivational orientations, the results of the multiple regression analyses suggested that while positive emotions (hope, pride, enjoyment) significantly contributed to the learners' ideal L2 selves and L2 Learning experience, Ought-to selves of the learners were affected by both positive emotions (hope, pride, enjoyment, relief) and negative emotions (shame, anxiety and hopelessness).