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The concept of student engagement refers to students’behavioral engagement inthe course.Researchers believe that the time of behavioral engagement is positivelycorrelated with learning achievement.Pace(1982)emphasized the quality of effort instudent engagement,in addition to its focus on time engagement in learning.Later,scholars gradually realized that there was a deeper level of engagement behindbehavioral engagement.

In other words,student engagement is a multidimensional construct,includingbehavioral engagement,emotional engagement and cognitive engagement,etc.Behavioral engagement refers to students’efforts to participate in classroom orextracurricular learning(Birch&Ladd,1997;Ryan,2000).Emotional engagement refers to the interests and emotions students show and experience in learning activities(Finn,1989).Cognitive engagement refers to the process of students’psychologicalengagement in learning and selection of learning strategies,which reflectsself-monitored learning and metacognitive ability(Newmann,1992;Pintrich&Groot,1990;Zimmerman,1990).To sum up,the diversity of student engagement dimensionreflects the necessity of student engagement research.

2.2 L2 motivational self system

2.2.1 Definition of L2 motivational self system

L2 motivational self system(L2MSS)proposed by Dörnyei(2005)refers to themotivation theory from the perspective of the whole person,which mediates theinadaptability of integrated motivation and instrumental motivation in the context ofsecond language learning under the context of globalization.Reviewing the traditionalschool of social psychology and drawing on the theories of the school of social culture,Dörnyei(2005)proposed L2 motivational self system with personality psychologytendencies based on the theories of“self-inconsistency”and“self-orientation”proposedby Higgins,a personality psychologist.

The definition of L2 motivational self system in this study was developedaccording to the educational context of the university in China,involving ideal L2communicative self,ideal L2 learning self,ought-to L2 self and L2 learning experienceIdeal L2 communicative self and ideal L2 learning self combined to the whole ideal L2self.The ought-to L2 self merges the dimensions of meeting others’expectations andavoiding negative evaluations into one dimension.Meanwhile,this study used theclassical situational motivation of L2 learning experience.

Wei and Fan(2016)conducted a questionnaire survey on sophomore students infive universities,and compiled the ideal L2 self scale and ought-to L2 self scale forChinese university students with high validity and reliability through factor analysis andreliability analysis.The ideal L2 self scale consists of three dimensions:ideal L2communicative self,ideal L2 learning self and ideal L2 media self;ought-to L2 selfscale consists of two dimensions:meeting others’expectations and avoiding negativeevaluation.The ideal L2 learner dimension of the ideal L2 self scale was significantlyand positively correlated with the two dimensions of the ought-to L2 self scale.

Chapter Three Research Design............................22

3.1 Research questions........................................22

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