Motivation has been studied in relation to various learner factors; however, very little research targeted at the effects of self-identity changes influenced by the target language through cultural perspectives in an EFL context. The current study thus examined the self-identity change in response to EFL learners’ motivation and language proficiency, which corresponds with Gardner’s (1993) linguistic and nonlinguistic outcomes and Dörnyei’s (2005) new model, L2 motivational self
system. Motivation was then divided into five types: integrative, individual development, social responsibility, learning situation and instrumental motivation types. Self-identity is perceived by learners in terms of language learning and cultural groups that they belong to, as well as their values. According to Gao et al. (2007), self-identity changes were classified into six categories consisting of self-confidence, additive, subtractive, productive, split and zero changes. The participants were 94 EFL students majoring in Applied Foreign Languages. Data were collected through 5-point Lickert scale of two self reported questionnaires and a TOEIC test. Results in a regression-analysis study found that motivation types were correlated with self-identity changes on EFL learners through four pairs: integrative motivation was correlated with additive, productive and split changes, social responsibility with subtractive, productive and split changes, learning situation with productive and split changes, and individual development with self-confidence change. Learners with high language proficiency also underwent significant effects on self-confidence and split changes. |