The development of students' L2 selves : cases from a teacher-centred ISLA context and a student-centred ISLA context in China

Abstract

Student-centred learning has a high profile in contemporary English as a second or foreign language (L2) education. There are, however, few empirical studies of how student-centred or teacher-centred learning shapes L2 selves in instructed second or foreign language acquisition (ISLA) contexts. Since L2 selves are key concepts in the currently dominant model of L2 motivational self-system (L2MSS) (Dörnyei, 2005; 2009), it is important to understand the relationship between student-centred/teacher- centred learning and L2 selves. This study aims to address this gap by exploring the development of L2 selves in a teacher-centred ISLA context and a student-centred ISLA context in China. A multiple-embedded qualitative case study was employed. Data were drawn over an academic year with four selected students and two English teachers from a teacher- centred classroom and a student-centred classroom. A total of 41 classroom observations were carried out to describe the features of the ISLA contexts, the classroom interaction, and the specific strategies used by teachers. Twelve post-lesson stimulated recall interviews and 16 narrative interviews with students were conducted to understand the interplays between the ISLA contexts and L2 selves. Finally, eight interviews with teachers were conducted to supplement the student data. The key findings are as follows. First, core elements in the actual L2 selves are perceived competence and self-efficacy, and actual L2 selves are interconnected with ought-to and ideal L2 selves. Second, the teacher-centred context and student-centred context tend to foster different aspects of ought-to L2 selves. However, learners’ experiences in the ISLA contexts and how they as agentive learners interpret these experiences from their own background and personal factors made the development of ought-to L2 selves unique for each participant. Third, tasks relevant to ideal L2 selves are important for the development of ideal L2 selves in both contexts. Students in the student-centred context developed their ideal L2 selves, particularly in speaking aspects. Students in the teacher-centred context developed their ideal L2 selves, particularly in linguistic aspects, though they also reported minor influences of teachers on their ideal L2 selves. Again, learners’ experiences in the context and their agency to interpret these experiences mattered to the development of ideal L2 selves, not just the seemingly features of the ISLA contexts. Based on the major findings, the study discussed the interconnected nature of L2 selves, the critical processes involved in the development of L2 selves, and the classroom context complex. The findings have expanded knowledge in four dimensions. First, it helps to understand the nature of actual L2 selves. Second, it adds insights to what instructional approaches were actually carried out when teachers were suggested to implement student-centred learning. Third, the study finds out that students were receptive to teachers’ instructions. However, the potential influence of teaching on L2 selves varied from instructional activities and filtered through learner agency to interpret learning experiences. Lastly, the findings indicate that an integrative framework managed to explain L2 motivation in ISLA contexts. Keywords: L2 learning motivation; L2 selves; instructed L2 learning