چكيده به لاتين
The primary objective of this research was to examine the motivational profiles of Iranian English learners in light of the 2×2 model of L2 motivational self-guide, according to self-regulatory focus theory (Higgins, 1997). L2 motivational self-system model (Dörnyei, 2005), which consists of four main components (Ideal L2 self/own, Ideal L2 self/other, ought to L2 self/own, ought to L2 self/ other) and four main factors of Future Selves, Regulatory Focus, Emotion, Strategic Inclination, and ten subcomponents: Ideal L2 self/own, Ought-to L2 self/own, Ideal L2 self/other, Ought-to L2 self/other, Vigilance, Eager, Anxiety, and Enjoyment, Promotional, Preventional was used for measuring the L2 motivation of English learners. Regulatory focus theory (Higgins, 1997) was employed as the framework to demonstrate the diverse regulatory orientation of learners who were motivated by various self-guides. The current study also explored the more effective factors of L2 motivational self-system (L2MSS) among Iranian English learners and whether there was significant difference among factors of the 2×2 model of L2 motivational self-guide in different levels of proficiency. The participants of this study were 263 Iranian English learners studying in various institutes and universities who were selected through convenient sampling. To fulfill the current investigation, the quantitative approach was adopted and a questionnaire in two versions of English and Persian in terms of the specific level of proficiency, was used as the data-collection tool. The results divulged that Ideal L2 other was identified as the motivational profile of Iranian English learners in light of the 2×2 model of L2 motivational self-guide. And also Enjoyment played the most important role as an emotional factor in motivating the learners to learn the English language. Furthermore, the Future selves played crucial role between Elementary and Beginner levels.
