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Structural elements and theoretical logic of the ought-to L2 self: an inductive theory-building analysis
Zhiyu Liu1, Meixi Dong1, Lei Zhang1
1College of Foreign Languages, North China University of Science and Technology, Tangshan, China.
Frontiers in Psychology
|July 28, 2026
Summary
The ought-to L2 self, crucial for L2 motivation, is a blended construct, not just prevention-focused. This research deconstructs it into external drivers, psychological processing, and behavioral responses for educators.
Area of Science:
- Second Language Acquisition
- Educational Psychology
- Motivation Theory
Background:
- The ought-to L2 self, a core element of the L2 Motivational Self System, is often treated as a singular dimension in research.
- This limited view leaves its internal structure and operational mechanisms underexplored.
Purpose of the Study:
- To deconstruct the ought-to L2 self construct.
- To develop a theoretical model of its structural components and underlying logic.
- To address the under-theorization of its internal structure and operational dynamics.
Main Methods:
- Employed inductive theory-building analysis with grounded theory coding procedures.
- Systematically analyzed a diverse dataset including academic literature and online learner discussions.
- Utilized iterative open, axial, and selective coding techniques.
Main Results:
- Decomposed the single-dimensional construct into a tripartite model.
- Identified ten key categories: career, academic, and language capital motivation; influence of significant others; social pressure; internalization; emotions; discrepancy; strategic engagement; and habituated practice.
- Clustered these categories into three dimensions: external drivers, psychological processing, and behavioral responses, revealing its blended motivational nature.
Conclusions:
- The ought-to L2 self is characterized by a blended motivational nature, moving beyond a singular prevention focus.
- Provides L2 educators with a nuanced conceptual framework to inform pedagogical strategies.
- Highlights the complex interplay of factors influencing L2 self-motivation.
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