The Influential Factors of English Motivational Self System

Abstract

The study aims to explore the factors of
English Motivational Self System influencing on
intended efforts and learning achievement of high
secondary school learners in Thailand context.
409 learners completed a questionnaire that
consisted of fifteen variables ( Ideal English self,
attitudes toward learning English, Ought- to
English self, parental encouragement,
instrumentality-prevention, English learning
experience, appropriate teacher behaviors,
increasing self-confidence, creating a pleasant
classroom climate, increasing learner’s goalorientedness,
promoting cooperation among the
learners, promoting learner autonomy,
encouraging positive self-evaluation, intended
efforts, and learning achievement ). The study
found that Ideal English self, parental
encouragement, English learning experience and
promoting learner autonomy affected on intended
efforts while Ideal English self, Ought-to English
self, promoting learner autonomy, and
encouraging positive self- evaluation affected on
learning achievement. These significant variables
were guided to construct an instructional model.