Imagining, believing and achieving in L2 Arabic: Motivational self-concepts and language outcomes in a multiglossic context

Abstract

Drawing on Dörnyei's (2005) Second Language Motivational Self System and research on academic self-concept and achievement, this study explored current self-concepts, imagined future selves (ideal self; ought-to self) and proficiency in L2 Arabic. 172 school students completed motivation surveys and language proficiency measures at the start and end of one school year. L2 self-concepts were measured separately for Modern Standard Arabic, Classical Arabic and Dialects. No increases in language proficiency, and some decreases in L2 self-concepts, were observed over time. Cross-lagged factor score path models explored relationships between the variables. Time 1 proficiency predicted Time 2 current and ideal self-concepts for MSA and Classical Arabic, supporting an ‘I achieve, therefore I believe’ pathway. Only weak support emerged for the inverse pathway (initial self-concepts predicting subsequent proficiency). Models differed amongst the three language varieties, supporting a multiglossic view of Arabic.