5. Learning Experiences, Selves and Motivated Learning Behaviour: A Comparative Analysis of Structural Models for Hungarian Secondary and University Learners of English

Csizér, Kata; Kormos, Judit

doi:10.21832/9781847691293-006

Cited by 248 publications

(351 citation statements)

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“…Similarly, the research study by Shabaz (2012) suggests that the development of future images can work well in order to motivate Pakistani students to learn English language. Some other studies confirming the relevance of L2 Motivational self system are conducted in Hungry (Csizer and Kormos, 2009), Chile (Kormos, 2011) and Indonesia (Lamb 2012). Another important research endeavor by Islam (2013) conducted in Pakistani context is one of the series that confirms the effectiveness of L2 motivational system and its underlying tenet with their "explanatory power" (Taghuchi, Magid, Papi, 2009) in different foreign language contexts.…”

Section: L2mentioning

confidence: 89%

Analyzing the Relationship between L2 Motivational Selves and L2 Achievement: A Saudi Perspective

Khan¹

2015

IJELT

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The present study aims at exploring the relationship between L2 motivational selves and L2 achievement in Saudi EFL context. The participants of the study are Saudi Foundation Year female students (aged18-20) studying at English Language Institute of King Abdulaziz University, Jeddah. To serve this purpose, Dornyei's (2009) L2 Motivational Self System is utilized as a theoretical framework to find out the relationship between L2 selves (Ideal and ought to), students' intended efforts to learn English, and their achievement (marks obtained in formal exams). This is carried out through the survey in the form of structured questionnaire and semi-structured interview. Moreover, the marks sheet of English language test of the participants is also obtained for this purpose. The analysis of both quantitative and qualitative data reveals that L2 Ideal self highly affects both the motivational level to learn English language and their formal L2 achievement as compared to ought to L2 self which has significant influence only on participants' motivational level i.e. their efforts to learn English (criterion measure). The results of the study are significant enough to generalize, thus, it offers a graphical representation of the relationship between all the variables under discussion. In the end, pedagogical recommendations have been made in order to develop and strengthen L2 ideal selves of the EFL learners.

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Section: L2mentioning

confidence: 89%

Analyzing the Relationship between L2 Motivational Selves and L2 Achievement: A Saudi Perspective

Khan¹

2015

IJELT

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“…the impact of the teacher, the curriculum, the peer group, the experience of success" (p.79-80). Csize´r and Kormos, 2009;Taguchi et al, 2009, in their studies affirm that the L2 learning experiences has" the strongest impact on motivated behavior" (as cited in Papi, 2010, p.469). As Dörnyei (2009) explains, for some language learners the initial motivation to learn a language does not come from internally or externally generated self images but rather from successful engagement with the actual language learning process.…”

Section: On Motivationmentioning

confidence: 91%

“…The relation between L2 learning experience and the motivated behavior (the observable dimension of motivation) has been studied before (Papi, 2010) believes that the "effect of English learning experience on the learners' motivated behavior" is unquestionable (p.474). However there is no history related to L2 learning experience and L2 achievement (learning), it has been done some studies that show English learning experience has the most impact on L2 learning intended effort (Papi, 2010;Csize´r and Kormos, 2009;Taguchi et al, 2009) In the result of the key role of L2 learning experience not only in self system model, but in L2motivation and learning, the present study has considered the mentioned study gap.…”

Section: On Motivationmentioning

confidence: 97%

Making Small Achievements: A Step by Step Motivating Approach in L2 Learning

Molaee

2016

European Proceedings of Social &Amp; Behavioural Sciences

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The purpose of this study was defining the effectiveness of an achievement making method, a motivating instructional one to improve English learning as a second language (L2). For doing so a case study research design selected and after considering the English scores of students of a language institute and in a purposive sampling method, the subject who was interested in our study has been selected. The scores average for the subject (case) was 71.35 (C) in a 100 points scale. The case, replied to an author made, Persian questionnaire on his English learning experience, as a motivational factor. The case was an Iranian student, 22 years old, male and graduate in industrial management (B.S). He entered in the treatment (instruction) process after passing 8 course sessions (1month).Regarding the results of the subject's first survey on his learning experience ,an instructional method designed ,based on multiple short exams and immediate feedback and reinforcement to modify the learner's L2 experience in a step by step achievement making approach. A general exam on language main skills accomplished after each 4-course sessions alongside replying to learning L2 experience questionnaire. The final results of qualitative analysis of totally 12 months, 96 course sessions and 22 general exams showed a clear improvement in subject's L2 scores (L2 achievement) and also in L2 learning experience. Based on our finding, it can be concluded that, designed achievement making instructional method has been effective to improve subject's learning L2 experience and hence the L2 achievement.

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“…For example, in studies carried out by Csizér and Kormos (2009) and Taguchi, Magid and Papi (2009), the impact of the ideal L2 self on criterion measures of motivated learning behaviour and intended effort was found to be substantially greater than that of the ought-to L2 self. Given that, in Csizér and Kormos' (2009) study, the L2 learning experience also had a much stronger impact than the ought-to L2 self, the researchers conclude that the ought-to L2 self may only play a marginal role in shaping motivated learning behavior, a similar conclusion being drawn by Lamb (2012) who, in an Indonesian context, failed to identify an ought-to L2 self factor in his data.…”

Section: L2 Learning Experience)mentioning

confidence: 97%

Rewarding foreign language learning: effects of the Swedish grade point average enhancement initiative on students' motivation to learn French

Henry

2013

The Language Learning Journal

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5. Learning Experiences, Selves and Motivated Learning Behaviour: A Comparative Analysis of Structural Models for Hungarian Secondary and University Learners of English

Cited by 248 publications

References 0 publications

Analyzing the Relationship between L2 Motivational Selves and L2 Achievement: A Saudi Perspective

Analyzing the Relationship between L2 Motivational Selves and L2 Achievement: A Saudi Perspective

Making Small Achievements: A Step by Step Motivating Approach in L2 Learning

Rewarding foreign language learning: effects of the Swedish grade point average enhancement initiative on students' motivation to learn French

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