Abstract

Existing research indicates that no other area of study presents as much of a threat to self-concept as does foreign language learning. However, few foreign language learning studies have focused explicitly on self-concept. This study is timely in view of the current interest by the Spanish government in promoting foreign languages. It examined individual differences in the self-concept of 216 participants in a Spanish university context. Participants, English language learners, completed the Self-concept Scale Form 5-AF5 (García & Musitu, 2001). Self-concept levels both globally and in the academic, social and emotional dimensions were determined, and the relationship between self-concept, on the one hand, and gender, age, mark and language level on the other hand, was identified. The findings highlight the relevance of this type of study for informing language learning research. In addition, important implications for future research are discussed.