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<p>Motivation is crucial in understanding the driving forces underlying second or foreign language learning among learners. This study examined how motivation contributes to Ethiopian students’ anxiety and English proficiency. We expanded and tested the L2 motivational self-system (L2MSS) model to understand how various factors interact in learning English in an underresearched context. A cross-sectional survey involving 609 Ethiopian preparatory school students tested a proposed model integrating components of L2MSS, anxiety, and English proficiency using Structural Equation Modelling (SEM). The study analysed how independent variables, including ideal L2 self, ought to L2 self, L2 learning experience, and English proficiency, predict two dependent variables: facilitative and debilitative anxiety. The study showed that elements of the L2MSS significantly positively impacted participants’ English proficiency. The ideal L2 self and learning experiences helped counteract debilitative anxiety, whereas the ought to L2 self-amplified it. Facilitative anxiety was positively predicted by the ought to L2 self but negatively predicted by debilitative anxiety. The paper compares findings with previous studies, discusses implications for pedagogy, and discusses limitations and future research directions.</p>

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Exploring the Relationships Between L2 Motivation, Anxiety, and English Proficiency of Ethiopian Preparatory School Students

  • 期刊论文

  • 发表日期：

    2025年2月7日

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  • Merih Welay Welesilassie,
  • Marianne Nikolov

摘要

Motivation is crucial in understanding the driving forces underlying second or foreign language learning among learners. This study examined how motivation contributes to Ethiopian students’ anxiety and English proficiency. We expanded and tested the L2 motivational self-system (L2MSS) model to understand how various factors interact in learning English in an underresearched context. A cross-sectional survey involving 609 Ethiopian preparatory school students tested a proposed model integrating components of L2MSS, anxiety, and English proficiency using Structural Equation Modelling (SEM). The study analysed how independent variables, including ideal L2 self, ought to L2 self, L2 learning experience, and English proficiency, predict two dependent variables: facilitative and debilitative anxiety. The study showed that elements of the L2MSS significantly positively impacted participants’ English proficiency. The ideal L2 self and learning experiences helped counteract debilitative anxiety, whereas the ought to L2 self-amplified it. Facilitative anxiety was positively predicted by the ought to L2 self but negatively predicted by debilitative anxiety. The paper compares findings with previous studies, discusses implications for pedagogy, and discusses limitations and future research directions.