The present study intends to show the relationship between ‘L2 motivational self-system’ variables, integrativeness and students’ intended effort to learn English. A questionnaire of 33 items was administered to a group of 308 TESL students in Mashhad Azad University, Iran. The results of the correlation coefficient proved a strong relationship between the ‘ideal L2 self’ and the intended effort to learn a second language. The major focus of the study is both to examine the major findings in previous studies and to investigate whether the findings are constant in a different context. The major pedagogical implicati on can be mainly for teachers so that they can help their students to form an ‘ideal L2 self’ by proposing tasks that provide situations for contacting with native speakers.
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