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This paper reports on findings of a qualitative study that aimed to explore the relevance of English as a Lingua Franca (ELF) to English Language Teaching (ELT) practices by closely examining Chinese learners' English learning from the perspective of the L2 Motivational Self System. Three semi-structured interviews were conducted during an academic year to probe into eight Chinese university students' situated experiences of learning and using English in their life context. Qualitative data analysis revealed that the participants tended to construct the Ought-to and Ideal L2 Self around native-speaker norms under the influence of the deeply ingrained native-speaker model in the ELT classroom and the global spread of (native) English cultural products. However, these selfimages turned out to be unrealistic and unattainable as they clashed with the immediate life context the learners were embedded in, and eventually failed to generate sufficient motivational power to foster continued English learning. The findings serve as counter evidence for the assumed importance of promoting a salient self-image as a competent and legitimate ELF user among non-native learners to sustain long-term motivation. Findings call for a re-evaluation of the dominant native-speaker norms, and suggestions are provided on how to relate ELF to the English classroom.

An inquiry into Chinese learners' English-learning motivational self-images: ENL learner or ELF user?