chronological stages: the preactional stage, the actional stage, and the postactional stage. The preactional stage involves the initial choice to begin learning a second language and creating goals for oneself. This stage is associated with setting goals, forming intentions, and launching action. During the preactional phase, the major motivational influences are the values associated with L2 learning, attitudes towards the L2-speaking community, learners’ expectations and beliefs, and environmental support. The actional stage includes sustaining one's level of motivation throughout the language-learning process. This stage involves generating and carrying out subtasks, appraising one's achievement, and self-regulation. During the actional stage the major motivational influences are the quality of the L2 learning experience, sense of autonomy as an L2 learner, teachers’ and parents’ influence, and usage of self-regulatory strategies. Lastly, the postactional stage involves retrospection and self-reflection on the language learning experience and outcomes. This stage entails forming causal attributions, elaborating standards and strategies, and dismissing the intention and further planning. During the postactional stage the major motivational influences are the learners’ attributional styles and biases, self-concept beliefs, and received feedback during the L2 learning process. Motivational self system After developing the process model, Dörnyei (2005) designed the motivational self system of L2 learning. The L2 motivational self system forms links with conceptualizations of L2 motivation by Noels (2003) and Ushioda (2001). This motivational self system has three components: the ideal L2 self, ought-to L2 self, and L2 learning experience. The ideal L2 self is a person's imagined ideal future self as a second language speaker. This ideal L2 self promotes motivation by inspiring the present self to strive to become the ideal self, which promotes integrative and internalized instrumental motivation in language learning. The ought-to L2 self includes the attributions a person believes they should have in order to meet expectations or avoid negative outcomes, which is associated with extrinsic motivational orientations. The L2 learning experience component includes the situational and environmental aspects of the language learning process as well as one's subjective learning experience. A meta-analysis by Al-Hoorie (2018) examined the predictive validity of this model, showing poorer predictive validity of objective measures compared with subjective measures of language learning. Recently, this model has received criticism based on its reliance on scales with questionable validity and on constructs that are not clearly distinct from existing constructs in psychology. Motivation and L2 speaking classroom The link between humor and motivation in