Motivation and Foreign Language Learning

Henry, Alastair

doi:10.1075/lllt.40

Cited by 38 publications

(1 citation statement)

References 45 publications

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“…Motivation in English as a Second Language Flipped Classroom AccordingtoCole,Feild&Harris(2004),motivationisdefinedasthewillingnesstoattendand acquire materials in a development program. Students' motivation will increase when they have freedomintheirlearningprocess (Deci&Ryan,2008;Harunetal.,2012).Previousresearcheshave shownthatlessmotivatedlearnersarelesslikelytosucceedinlanguagelearning,particularlyinthe secondlanguagecontext (Dornyei&Ushioda,2011;Gardner,2007;Lasagabaster,Doiz,&Sierra, 2014)andespeciallywhenteachingandlearningisconductedonline (Ebenezer,Sitthiworachart,and Na,2021;KewandTasir,2021).Supportingthis, Noels(2001)pointedoutthatinordertoenhance motivation,threepsychologicalneedsnamelycompetence,autonomyandrelatednesshavetobemet. Thisstudyemployedself-determinationtheory(SDT)toassesspupils'motivation.Toputitsimply, autonomyisstudents'controloverthelesson.Relatednessisthesenseofbeingconnectedtoothers, whereascompetenceisthesenseofbeingcompetenttodothings.Theseelementsplaysignificant rolesinincreasingaperson'spsychologicalwellness.Intrinsicallymotivatedstudentsstudybetter duetotheirinherentcuriosityandinterest (Zimmerman,2000;DeciandRyan,2008;Tsengand Tsai,2010).Thus,itisimportantforteacherstodevelopwaystobooststudents'motivationwhen teachingwritingtoprimaryschoolstudentsastheyarestillyoungandtheyneedextrameasures fromtheteacher.Aconstructivistenvironmentlikeaflippedclassroomencouragesstudents'growth bysupportingautonomyandpromotingcompetenceandrelatedness.…”

Section: Writtencommunicationisoneofthemostchallenginglanguageskillst...mentioning

confidence: 86%

The Effects of the Flipped Classroom on Primary School Students' Writing Performance in English

Sharom

Kew

2022

International Journal of Computer-Assisted Language Learning and Teaching

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As the education world revolves to Education 4.0, flipped classroom is seen to be one of the learning approaches that best described the future learning. This research investigated the effects of flipped classroom approach on students English writing performance, the effects of flipped classroom approach on students’ motivation in English writing; and the correlation between students’ English writing performance and motivation. This study employed quasi-experimental approach to control group and experimental group. The instruments used in this study are reliable tests and validated questionnaire. The findings show that flipped classroom had positive effects on primary students’ English writing performance and motivation, as the evidence shows that the experimental group who experienced flipped classroom had a better writing performance and motivation compared to control group. However, the correlation between students’ English writing performance and motivation is uncertain.

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Section: Writtencommunicationisoneofthemostchallenginglanguageskillst...mentioning

confidence: 86%

The Effects of the Flipped Classroom on Primary School Students' Writing Performance in English

Sharom

Kew

2022

International Journal of Computer-Assisted Language Learning and Teaching

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Motivation in Second Language Acquisition

Ushioda¹

2019

The Encyclopedia of Applied Linguistics

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Though informed by theories of learning motivation in mainstream psychology, motivation research in second language acquisition has evolved somewhat independently to address the unique social, psychological, behavioral, and cultural complexities of acquiring a new communication code. Founded in the bilingual context of Canada in 1959, second language motivation research originated in a social‐psychological framework implicating attitudes and relations among linguistic communities, as crystallized in the concept of a language learner's integrative orientation towards speakers of the target language. In the 1990s, researchers began to bring this motivation research in line with cognitive theories of motivation in educational psychology, leading to a sharper focus on language learning in classroom settings. In the 21st century, the dominance of English as a global language has contributed to a conceptual reframing of language‐learning motivation in terms of self‐and‐identity goals, because learners may see themselves as aspiring members of the global community of English speakers. However, researchers also now recognize the need to pay more attention to the learning of languages other than English and to the learning of multiple languages. Another area of current thinking is the individual–contextual interactions shaping the development of language‐learning motivation, particularly drawing on complex dynamic systems perspectives.

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Teachers’ and Students’ Second Language Motivational Self System in English‐Medium Instruction: A Qualitative Approach

Doiz

Lasagabaster

2018

TESOL Quarterly

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In this article the researchers analyze university students and teachers working in English‐medium instruction (EMI) settings in terms of the second language (L2) motivational self system (L2MSS) (Dörnyei, , ) from a qualitative perspective through the use of focus groups. This qualitative approach yields personal and group information about the participants’ perceptions and opinions on L2MSS in EMI in a Spanish university setting. The researchers approach participants’ L2 motivation and selves in terms of valued personal and professional identities, which are defined, among other things, by proficiency in English. Similarly, the researchers discuss the interaction between the L2MSS and the constructs of identity, investment, imagined community, vulnerability, and immunity in the EMI context. The results indicate that the ideal self (i.e., the speaker's vision of him‐ or herself as a competent user of the L2) clearly prevails over the ought‐to self (i.e., other people's vision for the individual) in the case of the teachers, whereas both components are more balanced in the case of students. It should be noted that the EMI experience also interacts with both students’ and teachers’ L2 motivation.

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Motivation and Foreign Language Learning

Cited by 38 publications

References 45 publications

The Effects of the Flipped Classroom on Primary School Students' Writing Performance in English

The Effects of the Flipped Classroom on Primary School Students' Writing Performance in English

Motivation in Second Language Acquisition

Teachers’ and Students’ Second Language Motivational Self System in English‐Medium Instruction: A Qualitative Approach

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