Abstract:
The concept of L2 Possible Selves by Zoltán Dörnyei has become central to understanding learners’ motivation and communicative behavior in second language learning. Building on this framework, the present quantitative study examines the relationship between L2 Possible Selves, particularly the Ideal L2 Self, Ought-to L2 Self, and the L2 Learning Experience, and learners' Communication Readiness within physical and digital learning platforms. Through structured questionnaires, data is collected from approximately 230 Bangladeshi undergraduate students enrolled in various academic disciplines who are learning English as a foreign language. The findings indicate that both a well-developed Ideal L2 Self and positive L2 Learning Experiences are associated with higher levels of communication readiness. However, L2 Learning Experience emerged as a stronger predictor, significantly influencing communication readiness in both traditional classroom and digital learning contexts, whereas the Ideal L2 Self primarily predicted readiness in digital platforms. The Ought-to L2 Self was positively associated with communication readiness, although its predictive effect was comparatively limited. The findings received from the analysis provide evidence-based practical ideas to design pedagogical interventions. Promoting positive L2 Learning Experiences through interactive and supportive activities can enhance learners’ communication readiness in both settings. Additionally, developing a clear Ideal L2 Self can further strengthen readiness to communicate, particularly in digital environments. Educators are encouraged to combine motivational strategies with instructional practices for language development in Bangladeshi young EFL learners.
