Exploring the L2 Motivational Self-system of the Senior High School Students in the Philippine Context

Abstract

This study explored the L2 Motivational Self-System (L2MSS) among Senior High School students in the Philippine context, with a particular focus on academically high-achieving learners. While prior research has examined L2MSS in other Southeast Asian settings, limited attention has been given to the Philippines despite its ethnolinguistic diversity and strong emphasis on English as a lingua franca. Employing a mixed-method design, the study collected both quantitative and qualitative data through a 30-item survey questionnaire adapted from Dörnyei et al. (2006) and Taguchi et al. (2009). Twenty purposively selected high-achieving students participated, responding to items categorized under Ideal Self, Ought-to-Self, and Learning to Experience. Results revealed that the Ideal Self component emerged as the most dominant motivational factor, with students aspiring to achieve fluency in English for future career opportunities, global communication, and personal identity formation. Learning to Experience ranked second, underscoring the importance of engaging classroom environments, interactive activities, and teacher encouragement in sustaining motivation. Conversely, Ought-to-Self was least influential, reflecting weaker external pressures from family, peers, or societal expectations. These findings corroborate earlier studies in comparable contexts, confirming the centrality of Ideal Self in L2 motivation. The study highlights the need for educators to design instructional strategies that activate learners’ future self-images while simultaneously enhancing classroom experiences. Implications suggest that teacher training and curriculum development should integrate motivational approaches, such as goal-setting activities, role model exposure, and supportive classroom atmospheres, to sustain learners’ engagement and success in English language acquisition.