in: Research papers on teaching English as an additional language, Mirici I. H., Erten, I. H., Öz H., Vodopija-Krstanović I., Editor, Faculty Of Humanities And Social Sciences, University Of Rijeka, Rijeka, pp.163-182, 2016
Over the past decades motivation to learn a second or foreign language (L2) has been a subject of extensive academic study based on a variety of models. The present study sought to explore the relationship between the ideal L2 self as a motivational factor and willingness to communicate in English (L2 WTC). Participants were 96 university students majoring in English as a foreign language at a major state university in Ankara, Turkey. Data were collected using the Ideal L2 Self Scale and the Willingness to Communicate Scale. Findings of descriptive statistics indicated that 38% of the participants had high L2 WTC, 43% had moderate L2 WTC, and 19% had low L2 WTC. Findings also revealed a significant correlation between the two constructs suggesting more meaningful insights with respect to the impact the ideal L2 self has on establishing and even sustaining contacts with foreigners, which may potentially translate into increased motivation and higher levels of L2 achievement. The pedagogical and theoretical implications are discussed to raise awareness of the role of the ideal L2 self in fostering L2 communication among EFL learners and help teachers to direct their students’ self-guides toward developing communication skills and success in learning an L2.