L2 Motivational Self-System, L2 Anxiety and Exam Cheating: Investigating Possible Relationships

Different research studies have shown that cheating is prevalent in academic contexts. The purpose of the present study is to examine the relationships among different motivational variables, L2 anxiety and exam cheating. In order to achieve this goal, the researcher administered an L2 motivational self-system questionnaire and a cheating questionnaire. The motivation questionnaire which included items for assessing different components of L2 motivational self system and L2 anxiety was developed by Taghuchi, Magid and Papi (2009) and the cheating questionnaire was prepared by using items of the instruments developed by Gilbert, Schmelkin, Levine and Silva (2011) and Lambert, Hogan and Barton (2003). Seventy six undergraduate students including 42 males and 34 females who attended a general English course at university participated in this study. Correlation tests were used to analyze the obtained data and the results showed that intended effort, integrativeness, and attitudes to learning were negatively related to cheating attitude and the correlations were weakly to moderately significant (p < .05). In addition, it was found that the relationship between L2 anxiety and cheating was not statistically significant (p > .05). The results show that learners who are more internally motivated to learn a language have more negative attitudes towards cheating. The study might have implications for curriculum reforms which try to create a pedagogical context in which learners can feel more motivated and academic honesty can be further developed.

کلیدواژه ها:

L2 Anxiety ، Exam Cheating ، L2 Motivational Self-System