Factors contributing to future L2 selves and learning experiences of English language learners in rural Pakistan

Future second/foreign language (L2) self-guides are considered essential components of L2 learners' motivation across the world. This article investigates the future L2 selves of English language learners from rural, remote and less developed regions of Punjab, Pakistan. Using Dörnyei's L2 Motivational Self System (2009) as a conceptual framework, the research focused on diverse personal/individual, collective, affective and contextual factors that may contribute to the ‘Future L2 Selves' and ‘Learning Experiences' of English language learners. A structured questionnaire was administered to approximately 500 undergraduate students across public-sector colleges in these remote areas. Regression analysis findings show ‘Intended Learning Efforts,' ‘International Posture,' and ‘National Interest' as the most substantial factors that predict the ideal L2 selves of the learners. In contrast, ‘Instrumentality-prevention,' ‘Milieu,' and ‘English Anxiety' substantially forecast their ought-to L2 selves. The article offers practical pedagogical implications and calls for tailored instructional materials to fulfil rural English language learners’ motivational needs.