Unlocking the interplay among Chinese EFL Learners’ L2 motivation, regulatory focus, and language learning achievement: From a regulatory focus theory perspective

Enlightened by Regulatory Focus Theory (RFT) and bridging the gap of some deficiencies in the Second Language Motivational Self System (L2MSS), the present paper reports on the results of a study investigating the disposition of L2 motivation and its relationship with regulatory focus and English language learning achievement among 159 Chinese tertiary English as a Foreign Language (EFL) learners. The results of descriptive analyses, Pearson’s correlations, and regression analyses revealed that (1) the participants demonstrated the highest level of dreaded L2 self, and promotion-oriented instrumentality among the L2MSS dimensions; (2) they also displayed a high level of promotion and prevention foci in the regulatory focus scale; (3) ideal L2 self-own has a significantly positive effect on promotion focus, and both ideal L2 self-other and promotion-oriented instrumentality have significantly positive effects on promotion and prevention foci; (4) promotion-oriented instrumentality is a significantly positive predictor of English achievement. These findings suggest that due attention should be paid to learners’ regulatory focus and L2 motivation, particularly ideal L2 self-other and promotion-oriented instrumentality to improve the effectiveness of L2 classroom instruction.