According to Dörnyei's model of second language (L2) motivation, the motivated learner aims to incorporate the L2 into his or her self-concept, known as the ideal L2 self. This study examined the internal consistency of Dörnyei's model among ESL Francophone students in Quebec (n = 68) by means of a questionnaire. Correlations were calculated between factors measuring Gardner's motivation construct, integrativeness, and Dörnyei's ideal L2 self; both of these factors were then correlated with the criterion measure of intended learning effort. Findings from the present study revealed not only a strong relationship between Gardner's integrativeness and Dörnyei's ideal L2 self, but also that the L2 self construct was a more reliable indicator of intended learning effort. These results support calls to reframe L2 motivation within the psychological concept of the self.