Motivational Group Dynamics in SLA: The Interpersonal Interaction Imperative

An exploratory motivational intervention on the construction of Chinese undergraduates’ ideal LOTE and multilingual selves: The role of near peer role modeling

“…In these interventions, learners were guided by teachers or researchers to recognize the benefits of visualizing their future selves, construct realistic visions of a language-related future, and increase confidence in their ability to realize these ideal selves. However, although these innovations were found to strengthen learners' ideal language selves, the majority of them were located in the English-learning contexts (Chan, 2014;Fukada et al, 2011;Mackay, 2014;Magid, 2014;Safdari, 2019;Sampson, 2012). In light of the differences between English and LOTE motivation, these interventions might not be easily transferred to a LOTE class.…”

“…Given the importance of ideal language selves in shaping language learning motivation, efforts have been made to explore how classroom interventions can expand learners' imaginations of using the target language in the future (Chan, 2014;Dörnyei & Kubanyiova, 2014;Fukada et al, 2011;Hadfield & Dörnyei, 2013;Mackay, 2014;Magid, 2014;Safdari, 2019;Sampson, 2012). In these interventions, learners were guided by teachers or researchers to recognize the benefits of visualizing their future selves, construct realistic visions of a language-related future, and increase confidence in their ability to realize these ideal selves.…”

Motivational languaging intervention for L2 learners: The differential effect of individual and group writing

“…As mentioned previously, motivational intervention in the field of L2 learning has been centered on possible selves, more specifically, on the motivational function of the ideal L2 self (e.g. Chan, 2014;Fukada, Fukuda, Falout, & Murphey, 2011;Mackay, 2019;Munezane, 2015;Sato & Lara, 2019). For example, Magid (2014) developed a motivational program for Grade five elementary school L2 learners of English in Singapore based on Oyserman's (2003) possible selves intervention program.…”

“…Similarly, Fukada et al (2011) attempted to increase university EFL learners' possible selves, including 'preferred selves', referring to 'the images people have of what they wish to achieve', and 'feared selves', indicating 'the negative images that people have of what they might become ' (p. 338). In helping the learners develop their possible selves, it was hypothesized that sharing future selves in groups would provide opportunities for modeling, so that the students could imagine a variety of future possibilities and recognize alternative pathways to their future.…”

Enhancing foreign language motivation through the magic of cooperative learning: Dream or reality?

“…In the same vein, Dörnyei (2001) contends that CL teamwork can greatly enhance learners' intrinsic motivation. It is also assumed that building up group cohesiveness as well as creating positive learning experiences are two effective ways to foster learners' motivation in FL classrooms (Dörnyei, 1997; Fukada et al, 2019). Although there is a substantial body of both theoretical and empirical research exploring the fundamental role of motivation in language learning and development in general (see Bower, 2019; Broady, 2005; Dörnyei, 1994, 1998; Fernández‐Espínola et al, 2020, Fernandez‐Rio et al, 2017; Namaziandost et al, 2019; Noels et al, 2000; Papi & Abdollahzadeh, 2012), the following studies are among the few most relevant ones investigating the effect of CL on learners motivation in both FL/SL contexts.…”