The Dynamic Nature of a Tertiary Learner’s Foreign Language Self-Concepts

Abstract

Domain-specific self-concept has been shown to play a decisive role in successful learning and to be positively related to key psychological factors and learning outcomes, such as interest, motivation, goal setting, strategy use, persistence and self-regulated learning. Little research has been carried out into self-concept within SLA and Foreign language learning, although some studies have considered related self-constructs, such as self-esteem and self-efficacy. Its relative absence is, however, surprising if one considers the potentially important role played by the self in foreign language learning compared to other subjects. This article presents part of a PhD study investigating the EFL self-concept of a single, tertiary-level, advanced learner and considers the extent to which it appears to be dynamic. The findings emerging from the analysis reveal that this learner’s FL self-concepts appear to encompass both stable and dynamic elements, a finding which supports research results elsewhere. The analysis shows how the construct’s dynamic nature may vary depending on the domain-specificity and/or centrality of the self-beliefs concerned, the initial level of self-concept at the outset, and various other psychological processes, such as attributions, self-protection and self-verification strategies. It concludes by considering the implications of the findings for research and pedagogy.