Türk ve yabancı öğrencilerin yabancı dil öğrenimlerindeki benlik motivasyonu sistemleri ve bu sistemlerin akademik başarıları arasındaki ilişkinin incelenmesi

The present study investigates the relationship between Turkish and International students' L2 motivational self systems and its relationship with their academic achievement at a private university in Turkey. Motivational Self System, which was proposed by Dörnyei (2009) was utilized as theoretical framework in order to explain different future selves that the students have. 120 Turkish and 37 international tertiary level EFL students took part in the study. Mixed methods research was adopted for this study. In order to find out motivational self systems of the students, a questionnaire with 32 Likert type scale items was adapted from Dörnyei's Motivation Questionnaire. Also, semi-structured interviews were conducted. Results of the analysis suggest that both Turkish and International students have strong ideal L2 self, ought to L2 self, cultural interest, attitudes to learn English and instrumental promotion motives. However; there is a significant difference between Turkish and international students' instrumental prevention motives. This result demonstrates that preventive motives are strong incentives in Turkish students' language learning process. It is also found that Turkish students with higher academic achievement have strong ought to L2 self and instrumental prevention motives. However, there is not a relationship between international students' academic achievement and their motivational state.