A Study Of The Relationship Among Senior One Students’ L2 Motivational Self System,Reading Self-efficacy And English Reading Achievement

The English Curriculum Standards for General High School(2017 edition revised in 2020)points out that reading skill is an important part of students’ language comprehensive application ability.Reading is one of the main channels for English language learners to obtain language input and improve other language skills,playing an important role in English learning.However,in the process of English learning,students’ reading achievement in a large scale is not satisfactory.There are a lot of factors that influence reading achievement,among which motivation and reading selfefficacy are two important factors.L2 Motivational Self System(L2MSS)proposed by D(?)rnyei(2005)provides a new perspective for researchers to understand and study motivation.L2 Motivational Self System consists of ought-to L2 self,ideal L2 self and L2 learning experience.In terms of reading self-efficacy,it refers to individuals’ perceptions of their ability to successfully complete reading tasks,which reflects their confidence in reading ability.Lots of studies have been done to explore relationship between L2 MSS and English achievement,or relationship between reading self-efficacy and English reading achievement respectively,relationship among L2 MSS,reading self-efficacy and English reading achievement is less explored.The study adopts quantitative research method,and uses questionnaire to investigate the relationship among Senior One students’ L2 MSS,reading self-efficacy and their English reading achievement.Three hundred and ninety Senior One students participate in the study.SPSS 24.0 is employed to analyze the collected data.Three specific questions are proposed in this study.⑴ What are the general situations of Senior One students’ L2 MSS and reading self-efficacy ?⑵ What are the correlations among Senior One students’ L2 MSS,reading self-efficacy and English reading achievement?⑶ Does L2 MSS play a mediating role between reading self-efficacy and English reading achievement? If it does,what is the characteristic of such mediation effect?The research results are found as follows:⑴ Senior One students have an average level of ought-to L2 self,ideal L2 self and L2 learning experience.To be more specific,students have the highest level of ideal L2 self.L2 learning experience ranks the second,followed by ought-to L2 self.As for reading self-efficacy,reading self-efficacy of Senior One students is overall at a moderate level.⑵ From the perspective of the relationship among L2 MSS,reading self-efficacy and English reading achievement,the relationship among them presents different characteristics.Ideal L2 self and L2 learning experience are positively significantly correlated with English reading achievement.Ideal L2 self and L2 learning experience are significantly positively correlated with reading self-efficacy respectively.Reading self-efficacy is significantly positively correlated with English reading achievement However,there exist no significant correlations between ought-to L2 self and English reading achievement,and between ought-to L2 self and reading self-efficacy.⑶ Ought-to L2 self doesn’ play a mediating role between reading self-efficacy and English reading achievement,while partial mediating effects of ideal L2 self and L2 learning experience between reading self-efficacy and English reading achievement are identified.The study proposes some pedagogical implications for English teaching and learning.Teachers should stimulate students’ English learning motivation from the three dimensions of L2 MSS,and effectively help students improve their reading selfefficacy by understanding the sources of self-efficacy.In the end of study,research limitations and suggestions for future research are put forward.