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This case study on three Chinese EFL learners in junior high school examined the interaction  inside and outside learners’ EFL self-concept system, and the findings revealed: (1) inside the  self-concept system, the interaction between the global and specific self-concepts is of much  complexity; (2) the gap between the global and specific self-concepts would cause imbalance  in the self-concept system, and thus trigger efforts to improve learning, while some reconciling  elements in the global self-concept may sustain balance in the self-concept system, inhibiting  learners’ motivation to improve; and (3) the degree of specificity of learners’ specific selfconcepts  that inform learners’ learning efforts contributes considerably to the outcome of these  efforts, as does that of learners’ beliefs about EFL learning which mediate the learning efforts.

Understanding Interaction Inside and Outside the EFL Self-Concept System: A Case Study of Chinese Learners in Junior High School