Exploring Mobile-Assisted Informal English Learning Among Middle-Aged Females In China From The Perspective Of L2 Motivational Self System

From the perspective of the L2 Motivational Self System(L2MSS),this research is a qualitative study involving three middle-aged Chinese females with tertiary-level education.The purpose of this study is to explore,during their mobile-assisted informal English learning,how the three components of L2MSS(the Ideal L2 Self,the Ought-to L2 Self and the L2 Learning Experience)affect the L2 English learning and the relationship between L2MSS and learner autonomy.The present study reveals that in the L2 English leaning group of middle-aged females,mobile technology plays a crucial role and affects learning motivation.It also finds that,from the perspective of the L2 Motivational Self System,the self-factors(Ideal L2 Self and Ought-to L2 Self)may be the motivation to carry out the L2 learning while it may not be the goal of the learning.The L2 learning goals focus on the actual needs and practical uses.Besides,among this learning group,the Ought-to L2 Self is not an indispensable factor during their mobile-assisted informal English learning.In addition,with the help of mobile-assisted technology,learner autonomy and L2 Motivational Self System interact,permeate and foster each other,and together,they dominate the entire learning process.Based on the findings,this study puts forward some pedagogical implications and suggestions.More attention should be paid to the English learning group of middle-aged people,and researchers or educators should design appropriate learning materials and platforms that meet the actual needs of this learning group,to make lifelong learning possible.