Motivation is considered as one of the most dynamic factors in L2 learning; it fluctuates across individuals and contexts (Dornyei, MacIntyre, Henry, 2015). To enrich our understanding of the contextual factors and emotional state, the present study attempts to compare L2 motivational models between Iranian and Korean university learners in light of 2 × 2 model of L2 self-guides (2018), an expanded version of L2 Motivational Self System (Dornyei, 2005, 2009) based on self-discrepancy and regulatory focus theories (Higgins, 1987, 1997). To that end, 2 × 2 model of L2 self-guides is chosen as a theoretical framework to relate contextual factors and emotional state to current motivated behavior. The aim of this study is to both validate 2 × 2 model of L2 self-guides in Iranian and Korean contexts and scrutinize the influence of context. In addition, due to the inconsistent results of previous studies concerning the role of ought-to self, this study aims to focus on ought-to self from ‘ others ’ dimension through a non-experimental research design. A total of 492 university students, including 250 Iranians and 242 Koreans filled out the questionnaire. The data were analyzed by multiple-group structural equation modeling along with correlational methods. Confirmatory factor analysis and Cronbach alpha were run for the validity and reliability of the questionnaire, respectively. Besides, correlation and regression analyses were applied to provide empirical support for the results. The findings indicated that the model was acceptable in both countries. The impact of contextual factors and emotional state on four types of selves were discussed, and a number of differences were found between the two groups. Among the variables, milieu had the strongest impact on selves. It indicated to what extent context and others might influence selves’ creation, identity, and motivation. The study conclude that if suitable conditions are provided in educational and social contexts, both types of selves (ideal and ought-to) lead to motivational behavior. It also revealed that “ own” standpoints seem to be the best indicator of current motivated behavior. Finally, some pedagogical implications were provided for teachers and material developers. Key Words: Milieu; English Learning Experience; Shame; Current Motivated behavior; 2×2 Model of L2 Self-Guides.