The Role of the Ideal L2 Self in the L2 Motivational Self-System for Language Learning: A Meta-Analysis of Moderating Effects and Reliability

The L2 (second/foreign language) Motivational Self-System (L2MSS) proposed by Dörnyei has been extensively examined in L2 classrooms due to the central role of learners’ motivation in L2 learning. Among the components, the Ideal L2 Self (L2 learners’ future self-vision) has been debated regarding contextual factors. Recently, the validity of empirical studies on the L2MSS has been questioned with regard to methodological and contextual variations. The study investigated whether the Ideal L2 Self is correlated with L2 learning and whether the effect size is associated with moderator variables (sample size, income, economic crises, wars, and the COVID-19 era). Twenty-five studies (N = 9810) published between 2010 and 2025 that reported effect sizes for the Ideal L2 Self were analyzed. The results revealed that the Ideal L2 Self was significantly correlated with L2 learning (r = 0.348, 95% CI [0.260, 0.430]), and all moderators were significantly associated with variations in effect sizes across studies (p < 0.001). Publication bias analyses indicated that the overall effect (r = 0.348) was robust. This study contributes to debate by highlighting a significant relationship between L2 motivation and L2 learning and the association of contextual factors with variation in effect sizes across studies.