From vision to action: Inquiring into the conditions for the motivational capacity of ideal second language selves

Hessel, Gianna

doi:10.1016/j.system.2015.05.008

Cited by 41 publications

(37 citation statements)

References 31 publications

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“…Many other factors can and should be taken into consideration when interpreting the results of a MR. (7)Researchers can use well‐run MR studies as examples to improve future applications of MR. Specifically, we refer readers to Xiao and Wong () and Hessel (), both in our sample, which can be considered to be exemplary with regard to both checking the statistical assumptions and reporting practices. (8)SEM, a family of statistical techniques used to investigate the relationship among different variables, can be used as an extension of MR. MR, as the heart of SEM, should only be used when the researchers are investigating the relationship among different measured variables (e.g., personality scores). Therefore, for examining the correlation among latent variables (constructs such as motivation and anxiety) or the correlation between latent variables and observed ones, L2 researchers are recommended to utilize SEM.…”

Section: Discussionmentioning

confidence: 99%

Multiple Regression in L2 Research: A Methodological Synthesis and Guide to Interpreting R² Values

Plonsky

Ghanbar

2018

The Modern Language Journal

201

135

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Multiple regression is a family of statistics used to investigate the relationship between a set of predictors and a criterion (dependent) variable. This procedure is applicable in a variety of research contexts and data structures. Consequently, and similar to quantitative traditions in sister‐disciplines such as education and psychology (see Skidmore & Thompson, 2010), second language researchers have turned increasingly to multiple regression. The present study employs research synthetic techniques to describe and evaluate the use of this procedure in the field. Five hundred and forty‐one regression analyses (K = 171) were coded for different models, variables, procedures, reporting practices, and overall variance explained (R2). Summary results reveal a number of inconsistencies (e.g., model types) as well as a lack of transparency (e.g., missing/unreported reliability estimates; see Larson–Hall & Plonsky, 2015). The distribution of R2 values (median = .32) is described to facilitate utilization and interpretation of regressions models. We also provide specific, empirically grounded recommendations for future research.

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Section: Discussionmentioning

confidence: 99%

Multiple Regression in L2 Research: A Methodological Synthesis and Guide to Interpreting R² Values

Plonsky

Ghanbar

2018

The Modern Language Journal

201

135

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“…Qualitative inquiry offering a contextualized picture of learners' experiences and beliefs associated with the development of the ought-to self is also scarce. In explaining the ambivalent role of the ought-to dimension, researchers have suggested that variations of sociocultural contexts may contribute to differing perceptions of social expectations (Kim & Kim, 2012;Taguchi et al, 2009); moreover, the diverse conceptualization of the ought-to L2 self has led to calls for not only the reconceptualization of this core construct, but also a reexamination of the L2MSS framework itself (Hessel, 2015;Lanvers, 2016;Thompson & Vásquez, 2015).…”

Section: Literature Reviewmentioning

confidence: 99%

“…14, No. 2, Summer 2017, 244-261 246 reconceptualization of this core construct, but also a reexamination of the L2MSS framework itself (Hessel, 2015;Lanvers, 2016;Thompson & Vásquez, 2015). …”

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confidence: 99%

Understanding Taiwanese Adolescents’ English Learning Selves through Parental Expectations

Huang¹

2017

The Journal of AsiaTEFL

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This paper explores the interplay of Taiwanese adolescent English learners' motivational selves and their parents' expectations, with a special focus the identified perceptions of both teenage leaners and their parents towards English learning as a duty and obligation. Using the L2 Motivational Self System (L2MSS, Dörnyei, 2009), the qualitative study foregrounds the cultural and relational aspects of the self system in understanding language learning motivation. Results from semi-structured interviews suggest that parental expectations of children's English learning exhibit a duality characterized by the hope that their children will become successful members of the globalized world and a belief that English learning is a basic responsibility for their children. Adolescent language learners' and their parents' actual selves, including their identification with societal roles and social obligations, mediate between parents' investments in their children's English education and teenage learners' perceived obligations to meet parental expectations. The paper concludes by suggesting further research on parental expectations and the development of global selves, and on the synergized effect of language learners' actual selves and future self-guides in motivating language learning.Keywords: EFL, L2 Motivational Self System, obligations, parents, adolescents IntroductionOver the past decade, research into second language (L2) motivation has focused its inquiries on language learners' self-concepts in order to understand motivational dispositions (Dörnyei & Ryan, 2015;Dörnyei & Ushioda, 2011). Studies based on the L2 Motivational Self System (L2MSS, Dörnyei, 2009), for example, have investigated learners' relationships with their imagined future selves, discrepancies between future and current selves, and the generation of motivation. The fundamental hypothesis of the L2MSS is that language learners' imagined future selves, together with their L2-related visions, energize their learning behaviors. More specifically, if an individual wants to interact confidently with international others, the identity of a fluent L2 user can act as a powerful motivator to reduce the gap between their here-and-now present-self state and their ideal end state.In a Confucian-influenced society such as Taiwan, language learners' motivation to learn English is further complicated by pressure to honor one's family and show filial piety (Chen, Warden, & Chang, 2005;Warden & Lin, 2000). Recognizing the importance of English proficiency to educational success and social mobility, parents in Taiwan allocate a significant portion of household expenditure to their children's English learning. The formation or development of Taiwanese teenage learners' identities in learning English, therefore, may be simultaneously influenced by the self-images they hold in imagined Hung-Tzu HuamgThe Journal of Asia TEFL Vol. 14, No. 2, Summer 2017, 244-261 245 future contexts and the culturally endorsed values of studying English as a duty and obligation to th...

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“…In at least one study (Moskovsky et al, 2016), the ideal L2 self was a negative predictor of language achievement. Moskovsky et al expressed their surprise that their results "suggest the unusual conclusion that learners with low ideal selves, low [positive L2 learning experience], and low [intended learning effort] are likely to achieve higher scores on L2 proficiency tasks" (p. 649; for further critiques of the ideal L2 self, see Gardner, 2010;Henry & Cliffordson, 2015;Hessel, 2015;Lanvers, 2016;Motha & Lin, 2014;Taylor, 2013, pp. 31-33).…”

Section: Achievement In L2 Motivation Researchmentioning

confidence: 99%

“…does not do justice to the perceived desirability, accessibility, plausibility, and present-future discrepancy that the theory stipulates as conditions (cf. Henry & Cliffordson, 2015;Hessel, 2015). Expecting "I can imagine myself" to subsume all these complex facets is too optimistic.…”

Section: The Ideal L2 Selfmentioning

confidence: 99%

Unconscious motivation. Part II: Implicit attitudes and L2 achievement

Al‐Hoorie

2016

SSLLT

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This paper investigates the attitudinal/motivational predictors of second language (L2) academic achievement. Young adult learners of English as a foreign language (N = 311) completed several self-report measures and the SingleTarget Implicit Association Test. Examination of the motivational profiles of high and low achievers revealed that attachment to the L1 community and the ought-to L2 self were negatively associated with achievement, while explicit attitudes toward the L2 course and implicit attitudes toward L2 speakers were positively associated with it. The relationship between implicit attitudes and achievement could not be explained either by social desirability or by other cognitive confounds, and remained significant after controlling for explicit self-report measures. Explicit-implicit congruence also revealed a similar pattern, in that congruent learners were more open to the L2 community and obtained higher achievement. The results also showed that neither the ideal L2 self nor intended effort had any association with actual L2 achievement, and that intended effort was particularly prone to social desirability biases. Implications of these findings are discussed.

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From vision to action: Inquiring into the conditions for the motivational capacity of ideal second language selves

Cited by 41 publications

References 31 publications

Multiple Regression in L2 Research: A Methodological Synthesis and Guide to Interpreting R² Values

Multiple Regression in L2 Research: A Methodological Synthesis and Guide to Interpreting R² Values

Understanding Taiwanese Adolescents’ English Learning Selves through Parental Expectations

Unconscious motivation. Part II: Implicit attitudes and L2 achievement

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From vision to action: Inquiring into the conditions for the motivational capacity of ideal second language selves

Cited by 41 publications

References 31 publications

Multiple Regression in L2 Research: A Methodological Synthesis and Guide to Interpreting R2 Values

Multiple Regression in L2 Research: A Methodological Synthesis and Guide to Interpreting R2 Values

Understanding Taiwanese Adolescents’ English Learning Selves through Parental Expectations

Unconscious motivation. Part II: Implicit attitudes and L2 achievement

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Product

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Multiple Regression in L2 Research: A Methodological Synthesis and Guide to Interpreting R² Values

Multiple Regression in L2 Research: A Methodological Synthesis and Guide to Interpreting R² Values