| dc.description.abstract | This study aimed to determine the factors affecting the private self, ideal self, public
selves, and imposed selves of vocational high school students in Turkey. Besides, the
relationships between the private self, ideal self, public selves, and imposed selves in
high school students were examined. The design of the research is a correlational
screening model. The population of the research was 241 vocational high school
students. Data was collected with Information Form and The L2 Quadripolar Identity
Questionnaire. MANOVA test was used to compare sociodemographic variables and
L2 learner identity. The results of the study revealed that the L2 learner identity levels
of the students were moderate. In addition, it has been revealed that age, gender, grade,
the context of onset, and language use frequency are effective on L2 learner identity.
The increase in age was associated with the increase in Public Self by Classmates,
Imposed Future Self by English Teacher, and Imposed Future Self by Classmates.
Female students' levels of Private Self, Public Self by English Teacher, Public Self by
Classmates, and Imposed Present Self by English Teacher were found to be higher than
male students whereas, female students' Learning Orientation and Perceptions of the
English Class level were higher than male students. The study findings revealed that the
Public Self by Classmates and Imposed Present Self by English Teacher levels of
fourth-year students were higher than third, second, and first-year students while the
Imposed Future Self by English Teacher level of the fourth-year students was higher
than the first and second-year students. Related to the Imposed Future Self by
Classmates component, the first-year students‟ levels were lower than the second,
third, and fourth-year students. As for the level of Public Self by Classmates
component, the study found that the students‟ levels who started learning English in
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middle school/high school were higher than students who started learning at primary
school. It was also found that the Private Self, Ideal Self, Public Self by English
Teacher, and Imposed Future Self by English Teacher scores of the students who stated
the frequency of speaking English as “all the time/often/sometimes” were higher than
those who stated “rarely” and “never”. The level of Learning Orientation and
Perceptions of the English Class of students who stated their English speaking
frequency as “all the time/often/sometimes” was higher than those who stated their
English speaking frequency as “rarely”. Besides, there were weak and moderate
positive correlations between all foreign language learner identities of vocational high
school students. These findings show that students need interactive learning
environments which can increase students' motivation. | en_US |
