The effects of three motivational interventions on EFL learners’ L2MSS: A longitudinal perspective Xuejun Ye a,b , Guangwei Hu b,* a College of Foreign Languages and Cultures, Chengdu University of Technology, China b Department of English and Communication, The Hong Kong Polytechnic University, Hong Kong SAR A R T I C L E INFO Keywords: L2 motivational strategies Motivational interventions Ideal L2 self Ought-to L2 self L2 learning experience ABSTRACT This paper reports on an empirical investigation into the effects of three motivational in- terventions on Chinese junior secondary EFL students’ L2 motivational self system (L2MSS: ideal L2 self, ought-to L2 self, and L2 learning experience). The study employed a quasi-experimental design with pre-post-delayed questionnaire surveys involving four groups: a control group without motivational training, and three treatment groups receiving either traditional motiva- tional strategies (MSs), vision-based MSs, or a combination of both types of MS. The selection of MSs for the interventions was based on student preferences identified in a pilot study. A total of 391 students completed a questionnaire administered at three time points to gauge changes to their L2MSS. Within-group comparisons indicated that all three motivational treatments signifi- cantly improved participants’ L2MSS immediately after the interventions. All three interventions demonstrated sustained effects on the ideal L2 self and the ought-to L2 self, whereas only the combined MS treatment had a lasting impact on the L2 learning experience. Between-groups comparisons revealed that the ideal L2 self was most influenced by vision-based MSs, followed by combined MSs and traditional MSs. The combined MS treatment outperformed the other two treatments in the effects on the ought-to L2 self and the L2 learning experience. The implications and limitations of the study are discussed. 1. Introduction Motivation is an essential factor in L2 learning, serving as the primary driving force for navigating the arduous learning process (D¨ ornyei, 2020; D¨ ornyei & Ryan, 2015). Learners in English as a foreign language (EFL) contexts often encounter more pronounced motivational challenges compared to their English as a second language (ESL) counterparts. This is primarily because, in EFL contexts, English is typically a mandatory subject with limited practical use outside the classroom (Al-Murtadha, 2023). Students in these contexts often have limited exposure to English-speaking cultures and face excessive pressure from high-stakes exams. This is particularly true for Chinese K-12 students who may lack the cognitive maturity to appreciate the critical role of English as a gate- keeping language essential for their future academic and career prospects (Ye & Hu, 2024). As many of these young learners develop L2 skills predominantly in classroom settings, the onus is on English teachers to implement effective motivational strategies (MSs) to sustain and enhance their students’ L2 motivation. This responsibility is heightened by the documented fluctuations and declines in * Corresponding author. AG430, Core A, Department of English and Communication, The Hong Kong Polytechnic University, Hunghom, Kowloon, Hong Kong E-mail address: guangwei.hu@polyu.edu.hk (G. Hu). Contents lists available at ScienceDirect System journal homepage: www.elsevier.com/locate/system https://doi.org/10.1016/j.system.2024.103584 Received 12 July 2024; Received in revised form 25 November 2024; Accepted 23 December 2024 System 129 (2025) 103584 Available online 30 December 2024 0346-251X/© 2024 Elsevier Ltd. All rights are reserved, including those for text and data mining, AI training, and similar technologies.