The Impact of L2 Motivational Self System and Students’ Perceptions of English Proficiency on Attitudes toward Translanguaging




Translanguaging, L2 motivational self-system, TEA, TEM


This mixed method study investigated the relationship between L2 motivational self-system, students' perceptions of English proficiency, and attitudes toward translanguaging among Japanese high school students. Participants completed a questionnaire comprising three parts: background information, motivation factors, and attitudes toward language choice. Structural equation modeling (N = 213) and trajectory equifinality approach (N = 1) were used to analyze the data and chart the process of changes in attitudes toward translanguaging. The results showed that students preferred the use of translanguaging in English classes, and the ideal L2 self was a more important factor than the perceptions of English proficiency in predicting attitudes towards English. In addition, the study found that students' perceptions of English proficiency had a negative effect on the attitude toward English-only communication and a positive effect on the attitude toward translanguaging. Analysis, using the trajectory equifinality approach, showed a transformation process in one participant's attitude toward translanguaging.

Author Biography

Toru Yamagami, Sapporo Shinyo High School, Japan

Toru Yamagami is working as an English teacher at Sapporo Shinyo High School, Japan. His research interests include second language motivation and translanguaging.


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How to Cite

Yamagami, T. (2023). The Impact of L2 Motivational Self System and Students’ Perceptions of English Proficiency on Attitudes toward Translanguaging. International Journal of TESOL & Education, 3(1), 154–170.



Research Article