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The purpose of the study is to compare the impact of L2 Motivational Self, ideal L2 self and ought-to L2 self, on English achievement with a mediating role of English learning strategies with a focus on the types of high schools(both general high school and special purpose high school). A total of 518 high school students from five major cities/provinces participated in this study and completed questionnaires. The results are as follows. First, students from special purpose high schools scored significantly higher in ideal L2 self, English learning strategies and English achievement than students from general high schools. Second, both high schools demonstrated the same in which ideal L2 self affected English achievement through the mediating role of English learning strategies but the degree of impact was different. Instead, ought-to L2 self only affected students from general high school. Ought-to L2 self increased English achievement and English learning strategies played a full mediating effect. The study identified the relationships between L2 Motivational Self and English learning and reaffirmed the importance of ideal L2 self. The study also suggests that ought-to L2 self should not always be underestimated since it supports some students. |
