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Abstract
The role of motivation in successful learning has been recognised and researched extensively. Recently the theory of self was adapted to language learning motivation, claiming one’s current and possible future selves has a significant impact on their learning a foreign language. Aiming to build on the research on motivational self-systems in language learning, this study investigates tertiary level English language learners’ motivational self-systems in the Turkish context. To this end, data was collected from 38 pre-school teacher trainees in a mixed methods research. The majority of the participants reported stronger and more vivid ideal L2 selves than ought-to L2 selves. Similarly, instrumental promotion motives are reportedly more influential than instrumental prevention motives in the participants’ motivation to learn English. These findings support the previous research on motivational self-systems. In this research, however, it is also found out that the learners’ past learning experiences play a great role in shaping their current and future selves, thus have a great impact on the learners’ motivation to learn English. The results show that repetitive learning practices without an element of optimal challenge and novelty result in low motivated behaviour and negative learning experiences. Additionally, the findings also point out that the learners’ intended motivated behavior does not match with their current motivated behaviour. Data suggest that this mismatch too is a result of the learners’ past learning experiences.