Conclusion:

This study describes the development of causal correlational structural models concerning the formation of ideal L2 self, ought-to L2 self and dreaded L2 self, which is not found in any of the previous studies on L2 self-identity formation. The models delineate the dynamic and interactive process of L2 learning devel- opment, originating from L2 regulatory styles, leading to identity changes and contributing to self-formation. This is consistent with Oxfords (2016) EMPATHICS model of language learners psychological well-being, which includes motivation, identity and imagination (i.e., L2 possible selves). It implies that the language learning development of L2 learners is changing and dynamic and interrelated. These structural models help L2 learners (e.g., English lan- guage learners) to develop their identity and self so that they may develop an adaptive identity and a positive L2 self in their future L2 study. In addition, this study (dreaded L2 self model) contributes to the literature on L2 motivational possible selves through the inclusion of Markus and Nuriuss (1986) dreaded self alongside Dornyeis (2005) L2 Motivational Self System.

Language learning context plays an important role in the development of L2 learners self-identities. The participants in this survey study are Chinese- speaking learners of English in an English as a second language context; in addition, the research design of this survey study is cross-sectional, that is, the models used to identify the links among variables are measured at the same point in time. Therefore, longitudinal survey studies that examine the conceptual relations among L2 regulatory styles, identity changes and L2 possible selves are needed in an ESL context and an EFL context, respectively.

Successful language learners are likely to inform us richly about their motiva- tions and self-identities (Ushioda 2008). The sample in this study can be legiti- mately viewed as successful L2 learners, as they all have met English language requirements of university entrance. Hence, this study provides deeper insights into the language learning development of successful language learners. In order to evaluate whether different language proficiency groups (e.g., high/low L2 achievers) would lead to a difference in identifying the conceptual relations among L2 regulatory styles (i.e., motivations), identity changes and L2 possible selves, comparative studies of these structural models measured in different samples (e.g., high L2 achievers compared with low L2 achievers) within different learning contexts (EFL compared with ESL) are likewise necessary.

Review the articles conclusion. How are concepts from the literature review used to explain the data and conclusion? By your own words, I will give a big LIKE if writer use at least 100 words to answer. Do not copy and paste from sources.