External Factors Affecting Second Language Motivation: The Role of Teacher Burnout and Family Influence

Abstract

Motivation can be conceptualized as a dynamic process which is a key contributor to mastering a second language. This study used the L2-Motivational Self System as the basis for a conceptual framework for studying the effects of external factors on learners' motivation. In particular, the role of teachers and parents was studied as the external facets of predicting learners' motivation. One hundred and twenty EFL teachers along with 1,270 of their students participated in the study. To measure motivation, the Persian version of Dörnyei's L2 Motivation Self-System Scale was utilized. Three key components of the scale, namely, criterion measure, attitudes to L2 learning, and instrumentality promotion were employed in measuring motivation. To assess the role of family in motivating learners, another subscale of Dörnyei's questionnaire, i.e., family influence was used. To gauge teacher burnout, the educator version of the Maslach burnout inventory (MBI-ES) was used. Structural equation modeling (SEM) was run to analyze the causal 166 External Factors Affecting Second Language Motivation… relationships among the variables. The results revealed that teacher burnout negatively influenced learners' criterion measure and their attitudes to learning English. However, the path leading from teacher burnout to instrumentality promotion was not significant. Furthermore, three direct, positive, and significant paths leading from family influence to learners' criterion measure, instrumentality promotion, and attitudes to learning English were detected. Finally, findings are discussed with reference to the context of Iran.

A Dynamic Model of EFL Learners' Personal Best Goals, Resilience, and Language Achievement

“…Academic resilience is indeed the emotional affective consequence of goal orientations. It is indicated that students are more successful if they adopt a mastery orientation or intrinsic motivation (Fortune, Sinclair & Hawton, 2008;Rostami, Ghanizadeh, & Ghonsooly, 2015). The results of the present study are in harmony with a study conducted by Splan, Brooks, Porr & Broyler (2011) among university students.…”

L2 Motivational Self-System and Self-Efficacy: A Quantitative Survey-Based Study

“…More recently, Rostami, Ghanizadeh, and Ghonsooly (2015), conducted a study to examine the role of teacher burnout and family influence as two external factors in student motivation. In particular, four factors were considered in this study: (a) criterion measures which examine student intended efforts towards learning the language, (b) instrumentality-promotion that measures the regulation of personal goals, (c) attitudes to learning which assess situation-specific motives, and (d) family influence which examines parental roles regarding learning the language.…”

EFL Teachers’ Classroom Management Orientation, Self-Efficacy, Burnout, and Students’ L2 Achievement

“…In the study done by Rostami et al (2015), the external factors that affect second language learning motivation were investigated. In their study, 120 efl teachers along with 1,270 of their students participated and Dornyei's l2 Motivation Self-System Scale for students and the educator version of the Maslach Burnout Inventory (mbies) were used for data collection purposes.…”