Kata Csizér is a Lecturer in the Department of English Applied Linguistics, Eötvös University, Budapest, Hungary where she teaches various L2 motivation courses. Her main research focuses on the socio-psychological aspects of L2 learning and teaching as well as second and foreign language motivation.Michael Magid is an English Language Pedagogy Specialist at the English Language Institute of Singapore. As a pedagogy specialist, Michael is involved in the professional development of English teachers and conducts action research on language learning motivation and using drama as a pedagogical tool to teach English. In his work, Michael draws on his experience of teaching English at all levels in Canada, England, China and Japan as well as his background in Applied Linguistics.

The editors have done a magnificent job in pulling together an excellent resource book that includes all major theories and directions in the field of SLA motivation...The book turns out to be an essential resource for various reader profiles who are invested in SLA research and, more specifically, in language learning motivation. Researchers doing inquiry in this field will find it an extremely useful resource that undoubtly covers all aspects and perspectives around language learning motivation.

• Epilogue 1. Kata Csizér and Michael Magid: The Self-concept and Language Learning: An Introduction Part I: Theories Related to Self-concept 2. Zoltán Dörnyei: Future Self-guides and Vision 3. Maya Sugita McEown, Kimberly A Noels and Kathryn Everhart Chaffee: At the Interface of the Socio-educational Model, Self-determination Theory, and the L2 Motivational Self System Model 4. Sarah Mercer: Reimagining the Self as a Network of Relationships Part II: Self-concept and Language Learning 5. Kata Csizér and Judit Kormos: The Ideal L2 Self, Self-regulatory Strategies and Autonomous Learning: A Comparison of Different Groups of English Language Learners 6. Tae-Young Kim and Yoon-Kyoung Kim: EFL Students’ L2 Motivational Self System and Self-Regulation: Focusing on Elementary and Junior High School Students in Korea 7. David Lyons: The L2 Self-concept in Second Language Learning Motivation: A Longitudinal Study of Korean University Students 8. Kimberly A Noels, Kathryn Everhart Chaffee, Megan Michalyk and Maya Sugita McEown: Culture, Autonomy and the Self in Language Learning 9. Elke Stracke, Jeremy Jones and Nicolette Bramley: Investigating Adult Migrant ESL Learners’ Language Learning Motivational Profile in Australia: Towards a Bicultural Identity 10. Kay Irie and Damon Brewster: Investing in Experiential Capital: Self-efficacy and Development of Possible Selves 11. Janina Iwaniec: Self-constructs in Language Learning: What is their Role in Self-regulation? 12. Masuko Miyahara: Emerging Self-identities of Second Language Learners: Emotions and the Experiential Profile of Identity Construction 13. Jim King: Fear of the True Self: Social Anxiety and the Silent Behaviour of Japanese Learners of English 14. Zhen Yue: Chinese University Students’ Willingness to Communicate in the L2 Classroom: The Complex and Dynamic Interplay of Self-concept, Future Self-guides and the Sociocultural Context 15. Nihat Polat: The Interaction of the L2 Motivational Self System with Socialisation and Identification Patterns, and L2 Accent Attainment Part III: Self-concept and Language Teaching 16. Gabriella Mezei: The Effect of Motivational Strategies on Self-related Aspects of Student Motivation and Second Language Learning 17. Yuzo Kimura: ELT Motivation from a Complex Dynamic Systems Theory Perspective: A Longitudinal Case Study of L2 Teacher Motivation in Beijing Part IV: Intervention Studies 18. Michael Magid: A Motivational Programme for Learners of English: An Application of the L2 Motivational Self System 19. Letty Chan: Effects of an Imagery Training Strategy on Chinese University Students’ Possible Second Language Selves and Learning Experiences 20. Jessica Mackay: An Ideal L2 Self Intervention: Practical Implications in a Spanish EFL Context 21. Michael Magid and Kata Csizér: The Self-concept and Language Learning: Future Research Directions

Kata Csizér is a Lecturer in the Department of English Applied Linguistics, Eötvös University, Budapest, Hungary where she teaches various L2 motivation courses. Her main research focuses on the socio-psychological aspects of L2 learning and teaching as well as second and foreign language motivation.Michael Magid is an English Language Pedagogy Specialist at the English Language Institute of Singapore. As a pedagogy specialist, Michael is involved in the professional development of English teachers and conducts action research on language learning motivation and using drama as a pedagogical tool to teach English. In his work, Michael draws on his experience of teaching English at all levels in Canada, England, China and Japan as well as his background in Applied Linguistics.

The editors have done a magnificent job in pulling together an excellent resource book that includes all major theories and directions in the field of SLA motivation...The book turns out to be an essential resource for various reader profiles who are invested in SLA research and, more specifically, in language learning motivation. Researchers doing inquiry in this field will find it an extremely useful resource that undoubtly covers all aspects and perspectives around language learning motivation.

• Epilogue 1. Kata Csizér and Michael Magid: The Self-concept and Language Learning: An Introduction Part I: Theories Related to Self-concept 2. Zoltán Dörnyei: Future Self-guides and Vision 3. Maya Sugita McEown, Kimberly A Noels and Kathryn Everhart Chaffee: At the Interface of the Socio-educational Model, Self-determination Theory, and the L2 Motivational Self System Model 4. Sarah Mercer: Reimagining the Self as a Network of Relationships Part II: Self-concept and Language Learning 5. Kata Csizér and Judit Kormos: The Ideal L2 Self, Self-regulatory Strategies and Autonomous Learning: A Comparison of Different Groups of English Language Learners 6. Tae-Young Kim and Yoon-Kyoung Kim: EFL Students’ L2 Motivational Self System and Self-Regulation: Focusing on Elementary and Junior High School Students in Korea 7. David Lyons: The L2 Self-concept in Second Language Learning Motivation: A Longitudinal Study of Korean University Students 8. Kimberly A Noels, Kathryn Everhart Chaffee, Megan Michalyk and Maya Sugita McEown: Culture, Autonomy and the Self in Language Learning 9. Elke Stracke, Jeremy Jones and Nicolette Bramley: Investigating Adult Migrant ESL Learners’ Language Learning Motivational Profile in Australia: Towards a Bicultural Identity 10. Kay Irie and Damon Brewster: Investing in Experiential Capital: Self-efficacy and Development of Possible Selves 11. Janina Iwaniec: Self-constructs in Language Learning: What is their Role in Self-regulation? 12. Masuko Miyahara: Emerging Self-identities of Second Language Learners: Emotions and the Experiential Profile of Identity Construction 13. Jim King: Fear of the True Self: Social Anxiety and the Silent Behaviour of Japanese Learners of English 14. Zhen Yue: Chinese University Students’ Willingness to Communicate in the L2 Classroom: The Complex and Dynamic Interplay of Self-concept, Future Self-guides and the Sociocultural Context 15. Nihat Polat: The Interaction of the L2 Motivational Self System with Socialisation and Identification Patterns, and L2 Accent Attainment Part III: Self-concept and Language Teaching 16. Gabriella Mezei: The Effect of Motivational Strategies on Self-related Aspects of Student Motivation and Second Language Learning 17. Yuzo Kimura: ELT Motivation from a Complex Dynamic Systems Theory Perspective: A Longitudinal Case Study of L2 Teacher Motivation in Beijing Part IV: Intervention Studies 18. Michael Magid: A Motivational Programme for Learners of English: An Application of the L2 Motivational Self System 19. Letty Chan: Effects of an Imagery Training Strategy on Chinese University Students’ Possible Second Language Selves and Learning Experiences 20. Jessica Mackay: An Ideal L2 Self Intervention: Practical Implications in a Spanish EFL Context 21. Michael Magid and Kata Csizér: The Self-concept and Language Learning: Future Research Directions

Kata Csizér is a Lecturer in the Department of English Applied Linguistics, Eötvös University, Budapest, Hungary where she teaches various L2 motivation courses. Her main research focuses on the socio-psychological aspects of L2 learning and teaching as well as second and foreign language motivation.Michael Magid is an English Language Pedagogy Specialist at the English Language Institute of Singapore. As a pedagogy specialist, Michael is involved in the professional development of English teachers and conducts action research on language learning motivation and using drama as a pedagogical tool to teach English. In his work, Michael draws on his experience of teaching English at all levels in Canada, England, China and Japan as well as his background in Applied Linguistics.

The editors have done a magnificent job in pulling together an excellent resource book that includes all major theories and directions in the field of SLA motivation...The book turns out to be an essential resource for various reader profiles who are invested in SLA research and, more specifically, in language learning motivation. Researchers doing inquiry in this field will find it an extremely useful resource that undoubtly covers all aspects and perspectives around language learning motivation.

• Epilogue 1. Kata Csizér and Michael Magid: The Self-concept and Language Learning: An Introduction Part I: Theories Related to Self-concept 2. Zoltán Dörnyei: Future Self-guides and Vision 3. Maya Sugita McEown, Kimberly A Noels and Kathryn Everhart Chaffee: At the Interface of the Socio-educational Model, Self-determination Theory, and the L2 Motivational Self System Model 4. Sarah Mercer: Reimagining the Self as a Network of Relationships Part II: Self-concept and Language Learning 5. Kata Csizér and Judit Kormos: The Ideal L2 Self, Self-regulatory Strategies and Autonomous Learning: A Comparison of Different Groups of English Language Learners 6. Tae-Young Kim and Yoon-Kyoung Kim: EFL Students’ L2 Motivational Self System and Self-Regulation: Focusing on Elementary and Junior High School Students in Korea 7. David Lyons: The L2 Self-concept in Second Language Learning Motivation: A Longitudinal Study of Korean University Students 8. Kimberly A Noels, Kathryn Everhart Chaffee, Megan Michalyk and Maya Sugita McEown: Culture, Autonomy and the Self in Language Learning 9. Elke Stracke, Jeremy Jones and Nicolette Bramley: Investigating Adult Migrant ESL Learners’ Language Learning Motivational Profile in Australia: Towards a Bicultural Identity 10. Kay Irie and Damon Brewster: Investing in Experiential Capital: Self-efficacy and Development of Possible Selves 11. Janina Iwaniec: Self-constructs in Language Learning: What is their Role in Self-regulation? 12. Masuko Miyahara: Emerging Self-identities of Second Language Learners: Emotions and the Experiential Profile of Identity Construction 13. Jim King: Fear of the True Self: Social Anxiety and the Silent Behaviour of Japanese Learners of English 14. Zhen Yue: Chinese University Students’ Willingness to Communicate in the L2 Classroom: The Complex and Dynamic Interplay of Self-concept, Future Self-guides and the Sociocultural Context 15. Nihat Polat: The Interaction of the L2 Motivational Self System with Socialisation and Identification Patterns, and L2 Accent Attainment Part III: Self-concept and Language Teaching 16. Gabriella Mezei: The Effect of Motivational Strategies on Self-related Aspects of Student Motivation and Second Language Learning 17. Yuzo Kimura: ELT Motivation from a Complex Dynamic Systems Theory Perspective: A Longitudinal Case Study of L2 Teacher Motivation in Beijing Part IV: Intervention Studies 18. Michael Magid: A Motivational Programme for Learners of English: An Application of the L2 Motivational Self System 19. Letty Chan: Effects of an Imagery Training Strategy on Chinese University Students’ Possible Second Language Selves and Learning Experiences 20. Jessica Mackay: An Ideal L2 Self Intervention: Practical Implications in a Spanish EFL Context 21. Michael Magid and Kata Csizér: The Self-concept and Language Learning: Future Research Directions