‘L2 Motivational Self Esteem’ and ‘Integrativeness’ among TEFL Students in Iran: A Qualitative Study

Far, Hamid Roohbakhsh; Rajab, Azizah; Etemadzadeh, Atika

doi:10.1016/j.sbspro.2012.11.263

Cited by 3 publications

(4 citation statements)

References 9 publications

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“…Researchers, such as Do ¨rnyei, Gardner, and Lambert [33], have thus delved into understanding how motivation impacts L2 acquisition. In particular, Gardner et al's [1] work is widely acknowledged as a leading influence in the field of L2 learning motivation [34][35][36]. Do ¨rnyei [37] also asserted that motivation is the primary driving force for initiating L2 acquisition and sustaining the lengthy and often challenging learning process.…”

Section: Introductionmentioning

confidence: 99%

The influence of learning strategies and the environment on Chinese L3 English learners’ motivation to learn phonetic symbols: The mediating role of self-efficacy

Zeng,

Qin,

Zong

et al. 2023

PLoS ONE

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Previous studies have established a relationship between Chinese L3 English learners’ learning strategies, environment, self-efficacy, and motivation. However, limited research has examined these interconnections concerning Chinese L3 learners’ phonetic symbol learning (PSL), and it is hard to determine the extent or manner in which the aforementioned factors have an impact on the motivation toward PSL and their interactions among Chinese L3 English learners according to existing related studies. Structural equation modeling (SEM) can be utilized to tackle this question given its advantages in analyzing various factors in language learning motivation based on specific theories. This study, therefore, aims to investigate the direct and indirect effects of learning strategies and learning environment on the motivation towards PSL among Chinese L3 English learners and offer some pedagogical advice to teachers in Chinese L3 English instruction. To achieve this, a PSL Motivation Scale was developed, using data collected from 45 minority college students and analyzed via SEM. The results revealed that learning strategies and learning environment have direct impacts on the motivation towards PSL among Chinese L3 English learners, as well as indirect impacts on motivation through the mediation of self-efficacy. This study may provide a methodological and pedagogical reference for English pronunciation teaching in China and other contexts that we can stimulate students’ motivation toward PSL either directly or through the mediating effect of self-efficacy.

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Section: Introductionmentioning

confidence: 99%

The influence of learning strategies and the environment on Chinese L3 English learners’ motivation to learn phonetic symbols: The mediating role of self-efficacy

Zeng,

Qin,

Zong

et al. 2023

PLoS ONE

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“…Asimismo, dentro de los estudios de la motivación, quizá el aporte más relevante haya sido el concepto teórico de orientación integradora definido por Gardner y Lambert (1972). No obstante, el supuesto principal detrás del concepto integrador de que el aprendiz debe estar dispuesto a identificarse con los miembros de la comunidad y asumir aspectos sutiles de su comportamiento, generó gran debate que cuestiona si es un escenario realista para la mayoría de aprendices o si se puede aplicar el concepto integrador cuando no hay un grupo de referencia específico de hablantes (Far et al, 2012;McDounough, 1981). A raíz de esto, Dörnyei (2005) reconceptualiza y reteoriza la motivación de una L2 dentro del contexto de las nociones contemporáneas del yo y la identidad, planteando la teoría del SMYL2, explicando que el estudiante de L2 enfrenta una realidad paralela, caracterizada por la diversidad lingüística y sociocultural, donde el uso de la lengua, la etnia, la identidad y la hibridación son temas actuales (Dörnyei & Ushioda, 2009).…”

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“…Es así que existe una gran cantidad de estudios del SMYL2 realizados en contextos formales de nivel secundario y universitario, en los que el estudiante tiene limitado o nulo contacto con hablantes nativos fuera del aula de clase (Far et al, 2012;Lu et al, 2019;Rajab et al, 2012;Taguchi et al, 2018;Yetkin & Ekin, 2018). Sin embargo, existe escasa literatura académica respecto al PSF, diseñado para contextos informales y participantes de todas las edades que están en condición de inmersión.…”

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Influencia del Programa de Seis Fases y Sistema Motivacional del Yo en L2 de inmigrantes

Morón

White

2022

QRE

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Los movimientos migratorios masivos han generado una gran preocupación respecto a la integración social de migrantes, tanto en los países de origen como en los de destino. Siendo el aprendizaje de la lengua anfitriona, el principal elemento de inclusión y cohesión social, no se puede desmerecer el rol fundamental de la motivación como parte activa del proceso y óptimo resultado del aprendizaje. Por lo tanto, el presente estudio se basa en el Sistema Motivacional del Yo en L2 (SMYL2) de Dörnyei para explorar la experiencia motivacional de diez migrantes profesionales que aprenden la lengua local de sus nuevas comunidades a través del Programa de Seis Fases (PSF) de Thomson. El análisis cualitativo de las respuestas de entrevistas mediante la plataforma WebQDA, mostraron que la metodología del PSF proporciona un contexto favorable para la experiencia de aprendizaje de L2 y que tanto el yo ideal y el yo necesario no son mutuamente excluyentes. Las metas prácticas y posibles del PSF sostienen su motivación, y es su progreso lo que los incentiva a reducir la brecha entre su yo presente y su yo futuro.

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“…Third, participants' efforts and attitudes toward learning English were also examined, as it is likely that these variables might be predicted based on the motivational scales. Some researchers regard efforts as motivated learning behaviours, using it as criterion measure in statistics (Papi, 2010;Far, Rajab & Etemadzadeh, 2012;Prasangani, 2014;You &Dö rnyei, 2014;Moratinos-Johnston et al, 2018, Brady, 2019.…”

Section: Motivationmentioning

confidence: 99%

An Empirical Study on Individual Differences of Chinese Students at Hungarian Universities: English Learning Motivation, Strategies and Autonomy in a StudyAbroad Context

Guo¹

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Individual differences are widely regarded as significant variables in the success of foreign language acquisition, especially language learning motivation, strategies, and autonomy. Additionally, the study abroad context is also understood as an important factor for the promotion of language learning success. However, individual differences studies in a study abroad context, where English is not used as target language but as lingua franca or medium of instruction, have been very rare, particularly in terms of Chinese participants.The aim of this dissertation was to investigate the characteristics of Chinese students in Hungary regarding their individual differences in learning English, specifically in term of their strategy use, motivation types, autonomous learning behaviors, and language contact; the correlations of ID variables with genders, degree levels, lengths of study abroad, majors, and proficiency; as well as cause-effect relationships between IDs with English learning efforts and perceived English proficiency; along with dynamic changes of motivation and strategy use before and after coming to study abroad in Hungary. Quantitative and qualitative methods were respectively utilized to answer different research questions. 160 Chinese participants at Hungarian universities were investigated by using a questionnaire survey and 12 participants were interviewed. By means of different statistical analyses along with content analysis, the main findings revealed that: (1) Chinese students in Hungary showed very strong motivation, especially in information medium, displayed more frequent use of direct learning strategies, exhibited high levels of autonomous learning behaviors, as well as higher access to media contact. (2) Some differences were found between different genders, lengths of study abroad, academic majors, degree levels in terms of different scales of the ID variables. (3) Significant correlations existed not only amongst ID variables, but also between ID factors with efforts as well as proficiency; in particular, the strongest correlations existed between efforts with information medium and social responsibility. (4) Information medium and autonomous learning behaviors in academic settings turned out to be the significant contributors to predict English learning efforts; however, autonomous learning behaviors and language contact function as significant contributors influencing English proficiency. (5) There were indeed fluctuations in English learning motivation, changes in English learning strategies, and variation in English learning autonomy because of the change of learning contexts from home to study abroad.

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‘L2 Motivational Self Esteem’ and ‘Integrativeness’ among TEFL Students in Iran: A Qualitative Study

Cited by 3 publications

References 9 publications

The influence of learning strategies and the environment on Chinese L3 English learners’ motivation to learn phonetic symbols: The mediating role of self-efficacy

The influence of learning strategies and the environment on Chinese L3 English learners’ motivation to learn phonetic symbols: The mediating role of self-efficacy

Influencia del Programa de Seis Fases y Sistema Motivacional del Yo en L2 de inmigrantes

An Empirical Study on Individual Differences of Chinese Students at Hungarian Universities: English Learning Motivation, Strategies and Autonomy in a StudyAbroad Context

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