Motivation of pupils from southern Poland to learn English

Iwaniec, Janina

doi:10.1016/j.system.2014.05.003

Cited by 39 publications

(40 citation statements)

References 43 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Such an upbringing may very likely help the young learners envision themselves as part of an international community. While past research has acknowledged that favorable attitudes towards the global community solidify students' visions of their possible selves (e.g., Iwaniec, 2014;Yashima, 2009), the present study further suggests that Taiwanese parents' proactive role in English communication may shape young learners' goals and their potential to envisage their membership in an international English-speaking community. Though the parents' understanding of internationalization is restricted to the frequent use of English, their view of English as more than a school subject may nurture their children's readiness to interact with speakers from diverse cultural or linguistic backgrounds, thereby laying the groundwork for their children to see the personal and functional relevance of English in the future.…”

contrasting

confidence: 63%

“…Age and regional differences aside, past studies have confirmed that parents can influence, whether positively or negatively, young learners' L2 learning motivation (e.g., Fan & Williams, 2010;Iwaniec, 2014;Zhang & Kim, 2013). In past L2MSS-based research, (perceived) parental expectations have been studied as an element subsumed under the ought-to self and often portrayed as prevention and avoidance oriented.…”

mentioning

confidence: 99%

See 1 more Smart Citation

Understanding Taiwanese Adolescents’ English Learning Selves through Parental Expectations

Huang¹

2017

The Journal of AsiaTEFL

View full text Add to dashboard Cite

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...

show abstract

contrasting

confidence: 63%

mentioning

confidence: 99%

Understanding Taiwanese Adolescents’ English Learning Selves through Parental Expectations

Huang¹

2017

The Journal of AsiaTEFL

View full text Add to dashboard Cite

show abstract

“…The motivational questionnaire (Iwaniec, ) contained seven scales. Additionally, seven items eliciting background information about the participants were included.…”

Section: Methodsmentioning

confidence: 99%

“…Example: I often imagine myself writing emails in English. This scale has been developed by Iwaniec (). Self‐efficacy beliefs (8 items)—language learners' beliefs in their ability and skills to use English successfully in the future. Example: I am certain that I will be able to understand a conversation in English.…”

Section: Methodsmentioning

confidence: 99%

“…Example: I am certain that I will be able to understand a conversation in English. This items have been created by Iwaniec (). Intrinsic motivation (10 items)—language learners' internal motivation to study English fuelled by the urge to learn, explore, and extend one's capacities, often resulting in feelings of pleasure and satisfaction. Example: I am interested in English.…”

Section: Methodsmentioning

confidence: 99%

See 1 more Smart Citation

Language learning motivation and gender: The case of Poland

Iwaniec

2019

Int J App Linguistics

Self Cite

View full text Add to dashboard Cite

Gender differences in language learning motivation have not been extensively examined. Thus, this survey study explores gender differences in the population of 599 Polish learners of English aged 14–16. Unlike other studies, it not only compares means but investigates whether there are gender differences in the way the variables interact with each other. Findings show that females scored higher than males on scales of international orientation, ideal L2 self and self‐regulation. No gender differences were observed on instrumentality, self‐efficacy beliefs, English self‐concept and intrinsic motivation. There is also a significant difference in the strength of links between self‐regulation and instrumentality, self‐efficacy beliefs as well as English self‐concept. Thus, gender effects appear more extensive than previous research has shown.

show abstract

Linguistic and non-linguistic factors impacting EMI academic success: a longitudinal study

Soruç,

Yuksel,

Horzum

et al. 2024

High Educ

View full text Add to dashboard Cite

This study explored changes in English language proficiency and several non-linguistic factors during four years of English medium instruction (EMI) in two academic disciplines in a Turkish university setting. Moreover, it also investigated whether changes (if any) had a predictive impact on the academic success of EMI students. In addition, potential differences between disciplines were also investigated. The participants were 241 EMI students from Business Administration (n = 117) and Mechanical Engineering (n = 124) programmes. Our findings revealed that in addition to the language proficiency scores, various non-linguistic factors, including self-efficacy, ideal L2 self, motivation, self-regulation skills, and anxiety levels, changed throughout EMI education. However, only English proficiency and instrumental motivation emerged as positively significant predictors of EMI success.Our findings also revealed that the increase in participants' intrinsic motivation scores was a significant negative predictor of EMI success. These results are discussed and implications are given regarding the impact of linguistic and non-linguistic factors in EMI contexts.

show abstract

Motivation of pupils from southern Poland to learn English

Cited by 39 publications

References 43 publications

Understanding Taiwanese Adolescents’ English Learning Selves through Parental Expectations

Understanding Taiwanese Adolescents’ English Learning Selves through Parental Expectations

Language learning motivation and gender: The case of Poland

Linguistic and non-linguistic factors impacting EMI academic success: a longitudinal study

Contact Info

Product

Resources

About