ESP-4122

Published

2025-10-11

Issue

Vol. 10 No. 9 (2025): Published

Section

Review Articles

License

Copyright (c) 2025 Yao Zhou, Supyan Hussin, Azlina Binti Abdul Aziz

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

The journal adopts the Attribution-NonCommercial 4.0 International (CC BY-NC 4.0), which means that anyone can reuse and redistribute the materials for non-commercial purposes as long as you follow the license terms and the original source is properly cited.

Author(s) shall retain the copyright of their work and grant the Journal/Publisher rights for the first publication with the work concurrently licensed since 2023 Vol.8 No.2.

Under this license, author(s) will allow third parties to download, reuse, reprint, modify, distribute and/or copy the content under the condition that the authors are given credit. No permission is required from the authors or the publisher.

This broad license intends to facilitate free access, as well as the unrestricted use of original works of all types. This ensures that the published work is freely and openly available in perpetuity.

By providing open access, the following benefits are brought about:

  • Higher Visibility, Availability and Citations-free and unlimited accessibility of the publication over the internet without any restrictions increases citation of the article.
  • Ease of search-publications are easily searchable in search engines and indexing databases.
  • Rapid Publication – accepted papers are immediately published online.
  • Available for free download immediately after publication at https://esp.as-pub.com/index.php/ESP

 

Copyright Statement

1.The authors certify that the submitted manuscripts are original works, do not infringe the rights of others, are free from academic misconduct and confidentiality issues, and that there are no disputes over the authorship scheme of the collaborative articles. In case of infringement, academic misconduct and confidentiality issues, as well as disputes over the authorship scheme, all responsibilities will be borne by the authors.

2. The author agrees to grant the Editorial Office of Environment and Social Psychology a licence to use the reproduction right, distribution right, information network dissemination right, performance right, translation right, and compilation right of the submitted manuscript, including the work as a whole, as well as the diagrams, tables, abstracts, and any other parts that can be extracted from the work and used in accordance with the characteristics of the journal. The Editorial Board of Environment and Social Psychology has the right to use and sub-licence the above mentioned works for wide dissemination in print, electronic and online versions, and, in accordance with the characteristics of the periodical, for the period of legal protection of the property right of the copyright in the work, and for the territorial scope of the work throughout the world.

3. The authors are entitled to the copyright of their works under the relevant laws of Singapore, provided that they do not exercise their rights in a manner prejudicial to the interests of the Journal.

About Licence

Environment and Social Psychology is an open access journal and all published work is available under the Creative Commons Licence, Authors shall retain copyright of their work and grant the journal/publisher the right of first publication, and their work shall be licensed under the Attribution-NonCommercial 4.0 International (CC BY-NC 4.0).

Under this licence, the author grants permission to third parties to download, reuse, reprint, modify, distribute and/or copy the content with attribution to the author. No permission from the author or publisher is required.

This broad licence is intended to facilitate free access to and unrestricted use of original works of all kinds. This ensures that published works remain free and accessible in perpetuity. Submitted manuscripts, once accepted, are immediately available to the public and permanently accessible free of charge on the journal’s official website (https://esp.as-pub.com/index.php/ESP). Allowing users to read, download, copy, print, search for or link to the full text of the article, or use it for other legal purposes. However, the use of the work must retain the author's signature, be limited to non-commercial purposes, and not be interpretative.

Click to download <Agreement on the Licence for the Use of Copyright on Environmental and Social Psychology>.

How to Cite

Yao Zhou, Supyan Hussin, & Azlina Binti Abdul Aziz. (2025). The interplay of ideal L2 self, L2 investment and L2 identity of EFL learners in higher education: A systematic review from 2014 to 2024. Environment and Social Psychology, 10(9), ESP-4122. https://doi.org/10.59429/esp.v10i9.4122

The interplay of ideal L2 self, L2 investment and L2 identity of EFL learners in higher education: A systematic review from 2014 to 2024

Yao Zhou

Faculty of Education, Universiti Kebangsaan Malaysia, 43600 Bangi, Malaysia ; School of Humanities and Arts, Guangxi Vocational University of Agriculture, No. 176 Road Daxue Dong, Naning City, 530006, Guangxi, China

Supyan Hussin

Institute of Ethnic Studies, Universiti Kebangsaan Malaysia, 43600 Bangi, Malaysia

Azlina Binti Abdul Aziz

Faculty of Education, Universiti Kebangsaan Malaysia, 43600 Bangi, Malaysia


DOI: https://doi.org/10.59429/esp.v10i9.4122


Keywords: ideal L2 self; L2 investment; L2 identity; interplay; systematic review

Abstract

This systematic review examines the dynamic interplay among ideal L2 self, L2 investment, and L2 identity in university-level EFL contexts by synthesizing 26 empirical studies (2014-2024). Addressing key gaps in current research, it integrates psychological and sociological perspectives while expanding beyond dominant East Asian contexts to include underrepresented regions. The findings reveal that the ideal L2 self serves as a primary motivational driver, particularly when supported by digital affordances and positive emotional experiences, while pedagogical interventions that facilitate vision-building and identity reflection create reinforcing cycles of motivation and investment. However, structural barriers such as socioeconomic disparities significantly constrain these dynamics for marginalized learners. The review makes three key contributions: first, it develops an integrated framework connecting agency and structure in L2 motivation research; second, it demonstrates the value of mixed-methods approaches for capturing temporal and contextual dimensions; and third, it provides practical insights for designing inclusive pedagogies that address systemic barriers. By elucidating the interdependent relationships among ideal L2 self as future self-guides, strategic investment, and identity development, this review advances understanding of L2 learning as both a cognitive and sociocultural process, offering valuable guidance for researchers, educators, and policymakers seeking to promote equitable learning opportunities in diverse EFL contexts and provides a comprehensive framework for understanding language learners’ motivational trajectories, with implications for research, teaching practice, and policy development in global higher education settings.

References

[1]. 1.Dörnyei, Z. The L2 motivational self system. In Dörnyei, Z. & Ushioda, E. (eds.), Motivation, language identity and the L2 self. Bristol: Multilingual Matters; 2009. pp. 9-42.

[2]. 2.Norton, B. Identity and Language Learning (2nd edition). Multilingual matters. 2013.

[3]. 3.Gardner, R. C. Social psychology and second language learning: The role of attitudes and motivation. London: Arnold; 1985.

[4]. 4.Al-Hoorie, A. H. The L2 motivational self system: A meta-analysis. Studies in Second Language Learning and Teaching 2018; 8 (4), 721-754. https://doi.org/10.14746/ssllt.2018.8.4.2.

[5]. 5.Wang, H., Xu, L., & Li, J. Connecting foreign language enjoyment and English proficiency levels: The mediating role of L2 motivation. Frontiers in psychology 2023; 14, 1054657. https://doi.org/10.3389/fpsyg.2023.1054657.

[6]. 6.Ushioda, E. Language learning motivation: An ethical agenda for research. Oxford University Press; 2020.

[7]. 7.Norton, B. Social Identity, Investment, and Language Learning. TESOL Quarterly 1995; 29, 9-31. https://doi.org/10.2307/3587803.

[8]. 8.Bourdieu, P. (1986). The Forms of Capital. In J. Richardson (Ed.), Handbook of Theory and Research for the Sociology of Education Connecticut: Greenwood Press; 1986. pp. 241-258.

[9]. 9.Darvin, R., & Bonny, N. Identity and A Model of Investment in Applied Linguistics. Annual review of applied linguistics 2015; 35: 36-56. https://doi.org/10.1017/S0267190514000191.

[10]. 10.Norton, B. Identity and Language Learning: Gender, Ethnicity and Educational Change. Harlow: Longman/Pearson Education; 2000.

[11]. 11.Liu, G. L., Zhang, Y., & Zhang, R. Examining the relationships among motivation, informal digital learning of English, and foreign language enjoyment: An explanatory mixed-method study. ReCALL 2024; 36(1), 72-88. https://doi.org/10.1017/S0958344023000204.

[12]. 12.Norton, B. Identity and English Language Learners Across Global Sites. In L. L. C. Wong (ed), Faces of English Education. Routledge; 2017. pp. 13-27.

[13]. 13.Little, S. and Al Wahaibi, S. ‘We are not as they think about us’: exploring Omani EFL learners’ ‘selves’ in digital social spaces. Multicultural Education Review 2017; 9 (3), 175-187. https://doi.org/10.1080/2005615X.2017.1346557.

[14]. 14.Rahaman, A. Identity, ideology, and capital in EFL learning: a narrative case study. Asian-Pacific Journal of Second and Foreign Language Education 2025; 10(1), 13. https://doi.org/10.1186/s40862-024-00315-8.

[15]. 15.Zhang, Y. The contribution of personal investment theory of motivation in second language acquisition. Heliyon 2023; 9(6), 1-7. https://doi.org/10.1016/j.heliyon.2023.e16681.

[16]. 16.Liu, G.L. Digital empowerment for rural migrant students in China: Identity, investment, and digital literacies beyond the classroom. ReCALL 2025; 37(2): 215–231. https://doi.org/10.1017/S0958344024000302.

[17]. 17.Ye, X. Digital technologies and identity negotiation: a study of trilingual Uyghur university students’ language learning experiences in intranational migrations. ReCALL 2025; 37(2): 232–249. https://doi.org/10.1017/S0958344024000296.

[18]. 18.Alqahtani, D. A. An Investigation Into the Relationship Between Saudi College EFL Learners’ Motivational Orientations, Learning Autonomy, and Achievement. Theory and Practice in Language Studies 2024; 14(9), 2900-2910. https://doi.org/10.17507/tpls.1409.25.

[19]. 19.Wang, Y., Xu, J., Li, H., & Qi, J. The impact of future L2 selves and positive emotions on self-regulated writing strategies: A mixed method approach. Language Teaching Research 2024; 0(0):1-22. https://doi.org/10.1177/13621688241229534.

[20]. 20.Carolan, J., & Devlin, A. M. The complex L2 self: Chinese study abroad students’ EFL motivations through the lens of neoliberalism and Neo-Confucianism. Study Abroad Research in Second Language Acquisition and International Education 2024; 9(2), 245-281. https://doi.org/10.1075/sar.23006.car.

[21]. 21.Liu, G., Zhang, Y., & Zhang, R. Bridging imagination and informal digital learning of English: A mixed-method investigation. Journal of Multilingual and Multicultural Development 2023; 45(10), 4533-4553. https://doi.org/10.1080/01434632.2023.2173214.

[22]. 22.Mazzega, P., Rugmini, D. M., & Barros-Platiau, A. F. Where is the “Global South” located in scientific research?. Earth System Governance 2025; 25, 100269. https://doi.org/10.1016/j.esg.2025.10026.

[23]. 23.Fang, F., & Dovchin, S. Reflection and reform of applied linguistics from the Global South: Power and inequality in English users from the Global South. Applied Linguistics Review 2024; 15(4), 1223-1230. https://doi.org/10.1515/applirev-2022-0072.

[24]. 24.Viana, V., Stickler, U., & Michael, M. K. Giving voice to applied linguistics from the Global South. System 2021; 96. https://doi.org/10.1016/j.system.2020.102423.

[25]. 25.Haug, S. A Thirdspace approach to the ‘Global South’: insights from the margins of a popular category. Third World Quarterly 2021; 42:9, 2018-2038. https://doi.org/10.1080/01436597.2020.1712999.

[26]. 26.Fathi, J., & Mohammaddokht, F. Foreign language enjoyment and anxiety as the correlates of the ideal L2 self in the English as a foreign language context. Frontiers in psychology 2021; 12, 790648. https://doi.org/10.3389/fpsyg.2021.790648.

[27]. 27.Liu, G. L. Modeling L2 motivation change and its predictive effects on learning behaviors in the extramural digital context: A quantitative investigation in China. Linguistics Vanguard 2024: 10(1), 335-343. https://doi.org/10.1515/lingvan-2023-0145.

[28]. 28.Li, J., & Tai, K. W. Examining the effects of L2 self-guides on Chinese university EFL learners’ attitudes towards classroom language choice. English Teaching & Learning 2024; 48(2), 241-263. https://doi.org/10.1007/s42321-024-00175-y.

[29]. 29.Nikitina, L., Lan, G., & Woo, W. S. L2 motivation and willingness to communicate: A moderated mediation model of psychological shyness. Linguistics Vanguard 2022; 8(1), 225-235. https://doi.org/10.1515/lingvan-2021-0125.

[30]. 30.Zhang, X., Dai, S., & Ardasheva, Y. Contributions of (de) motivation, engagement, and anxiety to English listening and speaking. Learning and Individual differences 2020: 79, 101856. https://doi.org/10.1016/j.lindif.2020.101856.

[31]. 31.Hajar, A. Motivated by visions: A tale of a rural learner of English. The Language Learning Journal 2018; 46(4), 415-429. https://doi.org/10.1080/09571736.2016.1146914.

[32]. 32.Nabilla, B. D. Motivation and Language Learning Narratives: A Case Study of Indonesian Students. IAFOR Journal of Education 2023; 11(3): 77-92. https://doi.org/10.22492/ije.11.3.04.

[33]. 33.Darvin, R., & Norton B. Investment and motivation in language learning: What’s the difference? Language Teaching 2023; 56(1):29-40. https://doi.org/10.1017/S0261444821000057.

[34]. 34.Khuong, N. A. N. A review of L2 learning motivation research using L2 motivational self system. Journal of English Language Teaching and Applied Linguistics 2022; 4(1), 72-83. https://doi.org/10.32996/jeltal.2022.4.1.7.

[35]. 35.Dörnyei, Z., & Chan, L. Motivation and vision: An analysis of future L2 self images, sensory styles, and imagery capacity across two target languages. Language Learning 2013; 63, 437-462. https://doi.org/10.1111/lang.12005.

[36]. 36.Ushioda, E. The impact of global English on motivation to learn other languages: Toward an ideal multilingual self. The Modern Language Journal 2017; 101(3), 469-482. https://doi.org/10.1111/modl.12413.

[37]. 37.Darvin, R. L2 motivation and investment. In The Palgrave handbook of motivation for language learning. Cham: Springer International Publishing; 2020. pp. 245-264.

[38]. 38.Sandu, B. M., & Rodríguez Gil, M. E. Engaging Spanish English-major undergraduate students through imagery and motivational activities. Revista de Filología de la Universidad de La Laguna 2023; 47, 331-358. https://doi.org/10.25145/j.refiull.2023.47.17.

[39]. 39.Norton, B., & De Costa, P. I. Research tasks on identity in language learning and teaching. Language Teaching 2018; 51(1), 90–112. https://doi.org/10.1017/S0261444817000325.

[40]. 40.Kang, N. Promoting EFL Learners’ Proficiency and Motivation via Google Jamboard-Based Autonomous Knowledge Sharing. English Teaching 2022; 77(4), 3-27. https://doi.org/10.15858/engtea.77.4.202212.3.

[41]. 41.Li, M. Relocating from EFL to EMI: a case study on L2 learning motivation of English major students in a transnational university in China. Asian-Pacific Journal of Second and Foreign Language Education 2024; 9(1), 57. https://doi.org/10.1186/s40862-024-00284-y.

[42]. 42.Clément, R., & Norton, B. Ethnolinguistic vitality, identity and power: Investment in SLA. Journal of Language and Social Psychology 2021; 40(1), 154-171. https://doi.org/10.1177/0261927X20966734.

[43]. 43.The Douglas Fir Group. A transdisciplinary framework for SLA in a multilingual world. The Modern Language Journal 2016; 100(S1), 19-47. https://doi.org/10.1111/modl.12301.

[44]. 44.Zhang, Y., & Huang, J. Learner identity and investment in EFL, EMI, and ESL contexts: A longitudinal case study of one pre-service teacher. Journal of Language, Identity & Education 2024; 1-14. https://doi.org/10.1080/15348458.2024.2318423.

[45]. 45.Lin, C., & Smith, C. L2 Motivation and Identity in Chinese Students Learning a Second Language. Cambridge Educational Research e-Journal 2024; 11, 196-206. https://doi.org/10.17863/CAM.114531.

[46]. 46.Shi, X., & Guo, X. The interplay between identity construction and L2 investment during study abroad program: cases of MBA students from China. Language and Intercultural Communication 2021; 21(2), 289-303. https://doi.org/10.1080/14708477.2020.1837853.

[47]. 47.Prapunta, S. “Who Am I?” “ I Am a Swifty!” Some Stories from EFL Learners. Universal Journal of Educational Research 2017; 5(10), 1827-1834. https://doi.org/10.13189/ujer.2017.051014.

[48]. 48.Li, C., Zhou, C., & Zhang, W. The impact of an intensive English reading course based on the production-oriented approach on the L2 motivational self system among Chinese university English majors from a dynamic systems theory perspective. Frontiers in Psychology 2022; 12, 761093. https://doi.org/10.3389/fpsyg.2021.761093.

[49]. 49.Mackay, J. An ideal second language self intervention: Development of possible selves in an English as a Foreign Language classroom context. System 2019; 81, 50-62. https://doi.org/10.1016/j.system.2019.01.003.

[50]. 50.Bobkina, J., Gómez-Ortiz, M. J., Núñez del Río, M. C., & Sastre-Merino, S. Why am I learning English? Spanish EFL sports science university students motivational orientations through the prism of the L2 motivational self system. Studies in Second Language Learning and Teaching 2021; 11(4), 543-578. https://doi.org/10.14746/ssllt.2021.11.4.4.

[51]. 51.Lashari, A. A., Umrani, S., & Buriro, G. A. Learners’ self-regulation and autonomy in learning English language. Pakistan Languages and Humanities Review 2021; 5(2), 115-130. http://doi.org/10.47205/plhr.2021(5-II)1.11.

[52]. 52.Mubarokah, Al. L. (2021). Learning investment as a means of shaping learner identity in higher education. Korea TESOL Journal 2021; 16(2), 101-124.

[53]. 53.Page, M. J., McKenzie, J. E., Bossuyt, et al. The PRISMA 2020 statement: an updated guideline for reporting systematic reviews. bmj 2021; 372. https://doi.org/10.1136/bmj.n71.

[54]. 54.Imran, M., & Almusharraf, N. Analyzing the role of ChatGPT as a writing assistant at higher education level: A systematic review of the literature. Contemporary Educational Technology 2023, 15(4), ep464. https://doi.org/10.30935/cedtech/13605.

[55]. 55.Hong, Q. N., Fàbregues, Sergi, Bartlett, G., et al. The mixed methods appraisal tool (mmat) version 2018 for information professionals and researchers. Education for Information 2018; 34(4), 285-291. https://doi.org/10.3233/EFI-180221.

[56]. 56.Braun, V., & Clarke, V. Using thematic analysis in psychology. Qualitative research in psychology 2006; 3(2), 77- https://doi.org/101. 10.1191/1478088706qp063oa.

[57]. 57.Teeter, J. L. Improving motivation to learn English in Japan with a self-study shadowing application. Languages 2017; 2(4), 19. https://doi.org/10.3390/languages2040019.

[58]. 58.Machin, E. Intervening with near-future possible L2 selves: EFL students as peer-to-peer motivating agents during Exploratory Practice. Language Teaching Research 2023; 27(2), 466-483. https://doi.org/10.1177/1362168820928565.

[59]. 59.Gillies, H. L2 narrative identity as drama: exploring links between L2 learning experiences and the ideal L2 self. TESL-EJ 2023; 27(1), 1-25. https://doi.org/10.55593/ej.26105a7.

[60]. 60.Azizi, M., Nazariani, S., & Gholami, J. Exploring L3 motivational profiles of EFL teachers as successful EFL learners: A mixed methods study. Cogent Education 2020; 7(1), 1781429. https://doi.org/10.1080/2331186X.2020.1781429.

[61]. 61.Alshatti, Abdullatif. The Role of Second Language Motivation in Constructing the Self: An Empirical Study to Investigate the Role of Motivational Trajectories in Negotiating and Reconstructing Academic Sojourners’ Desired Selves in the UK. European Journal of Educational Research 2022; 11. 305-324. https://doi.org/10.12973/eu-jer.11.1.305.

[62]. 62.Higgins, E. T. Self-discrepancy: A theory relating self and affect. Psychological Review 1987; 94(3), 319–340. https://doi.org/10.1037/0033-295X.94.3.319.

[63]. 63.You, C., & Dörnyei, Z. Language learning motivation in China: Results of a large-scale stratified survey. Applied linguistics 2016; 37(4), 495-519. https://doi.org/10.1093/applin/amu046.

[64]. 64.Dornyei, Z. Towards a better understanding of the L2 learning experience, the Cinderella of the L2 motivational self system. Studies in second language learning and teaching 2019; 9(1), 19-30. https://orcid.org/0000-0002-7820-1254.

[65]. 65.Ushioda, E. A view of emergent motivation, self and identity. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self. Multilingual Matters; 2009. pp. 215–228. https://doi.org/10.21832/9781847691293.

[66]. 66.Norton, B. Identity, investment, and faces of English internationally. Chinese Journal of Applied Linguistics 2015; 38(4), 375-391. https://doi.org/10.1515/cjal-2015-0025.

[67]. 67.Hiver, P., Al-Hoorie, A. H., & Evans, R. Complex dynamic systems theory in language learning: A scoping review of 25 years of research. Studies in Second Language Acquisition 2022; 44(4):913-941. doi:10.1017/S0272263121000553.

[68]. 68.Dörnyei, Z., & Ushioda, E. Teaching and researching motivation. Routledge; 2021.



21 Woodlands Close #02-10, Primz Bizhub,Postal 737854, Singapore

Email:editorial_office@as-pub.com