Motivational profiles of learners of multiple foreign languages: A self-determination theory perspective

Liu, Meng; Oga-Baldwin, W. L. Quint

doi:10.1016/j.system.2022.102762

Cited by 33 publications

(23 citation statements)

References 58 publications

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“…The evidence suggests that the same pattern replicated, but only for LOTEs learning. This finding lends support to the greater relevance of positive emotion to LOTEs learning than to English learning (Liu & Oga-Baldwin, 2022). The study expands on previous research by testing the same model on controlled motivation and engagement, which generated a more nuanced picture: For learners with extremely low positive emotion in LOTEs learning, the link between controlled motivation was negative.…”

Section: Emotion As the Moderator Of The Motivation-engagement Linksupporting

confidence: 76%

“…Even though there has been increasing research on LOTEs learning motivation (See Mendoza & Phung, 2019 for a review), the majority of research, including those that concentrated on simultaneous language learning (e.g., Henry, 2010;Liu, 2020;Liu & Oga-Baldwin, 2022;Siridetkoon & Dewaele, 2018), was under the L2 motivational self system framework (Dörnyei, 2009). The amount of SDT-informed research on L3 or LOTEs learning is comparatively small, with only a few exceptions being works that compared major L2 motivational theories (Sugita McEown et al, 2014.…”

Section: Motivation For Simultaneous Language Learningmentioning

confidence: 99%

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Exploring the Motivation-Engagement Link: The Moderating Role of Positive Emotion

Liu¹

2022

JPLL

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In self-determination theory (SDT), the role of positive emotion in the motivational process is undertheorized. Most previous research considered emotion as an outcome variable, rather than a main construct of the motivational process. There is, however, some evidence in domains outside language learning suggesting that positive emotion moderates the motivation-engagement link. The extent to which this could be applied to the domain of language learning remains unknown. Therefore, this study aimed to examine the role of positive emotion as a moderator of the motivational process of language learning. Moreover, a comparative multilingual perspective was adopted to better understand simultaneous language learning. Specifically, this study assessed whether positive emotion moderated the relationship between two types of motivation (i.e., autonomous and controlled motivation) and behavioral engagement in two foreign languages. A sample of 108 Chinese university students concurrently learning English as L2 and French as L3 participated in the survey study. Results of regression analysis suggest the differential role of positive emotion and motivation in English and French: For French learning, positive emotion served as a moderator that optimized the motivation-engagement link (i.e., positive interaction between emotion and motivation). For English learning, no moderating effect was discovered, with positive emotion being the significant and strong predictor of engagement. The findings supplied initial evidence of the potential role of positive emotion as a moderator of the motivation-engagement link, contributing to the theoretical incorporation of emotion as a more central player in the motivational process proposed by SDT. The differential role of positive emotion and motivation in learning English and languages other than English points to the value of a multilingual comparative perspective to uncovering the language-specific characteristics of the motivational processes.

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Section: Emotion As the Moderator Of The Motivation-engagement Linksupporting

confidence: 76%

Section: Motivation For Simultaneous Language Learningmentioning

confidence: 99%

Exploring the Motivation-Engagement Link: The Moderating Role of Positive Emotion

Liu¹

2022

JPLL

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“…New methods such as exploratory structural equation modeling have supported the factor structure of the instruments with new populations (Alamer, 2021). Personcentered profiling studies which track the movement of students' motivational quality over time and across different languages (Liu & Oga-Baldwin, 2022;Oga-Baldwin & Fryer, 2018 have expanded the discussions on the idiographic nature of students' motivational profiles (cf. Gillet et al, 2017;Vansteenkiste et al, 2008).…”

Section: Organismic Integration Theorymentioning

confidence: 99%

Self-determination mini-theories in second language learning: A systematic review of three decades of research

Al‐Hoorie

Oga-Baldwin

Hiver

et al. 2022

Language Teaching Research

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Self-determination theory is one of the most established motivational theories both within second language learning and beyond. This theory has generated several mini-theories, namely: organismic integration theory, cognitive evaluation theory, basic psychological needs theory, goal contents theory, causality orientations theory, and relationships motivation theory. After providing an up-to-date account of these mini-theories, we present the results of a systematic review of empirical second language research into self-determination theory over a 30-year period ( k = 111). Our analysis of studies in this report pool showed that some mini-theories were well-represented while others were underrepresented or absent from the literature. We also examined this report pool to note trends in research design, operationalization, measurement, and application of self-determination theory constructs. Based on our results, we highlight directions for future research in relation to theory and practice.

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“…Most of them are studying a LOTE major, with those who are studying English or non-language major rarely scrutinized. For instance, a minority of studies have examined the intertwined relationship between English and LOTEs among Chinese English major students (Liu & Oga-Baldwin, 2022). Here it is worth explaining that it is compulsory for English major students to select a second foreign language, is expected to graduate with a certain proficiency level in both English and LOTEs in China (Han, Gao & Xia, 2019).…”

Section: Foreign Language Education In Chinamentioning

confidence: 99%

The European Conference on Education 2022: Official Conference Proceedings

2022

ECE Official Conference Proceedings

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Education has been affected by the spread of COVID-19, and schools were closed for almost 2 years in the Czech Republic. During the pandemic, teacher stress has been intensified by distance education as well as by limited access to social support, which might function as a buffer in experiencing stress. The aim of our study was to analyze experience and attitudes of teachers to the online distant teaching during the Covid-19 pandemic and to confront them with the results of their discomfort level. The survey was realized in a group of 492 teachers who exercised their profession during the quarantine. Most teachers reported high level of stress during online teaching due to their effort to offer good performance. Teachers also stated their work involvement required serious and accurate preparation for classes which was time consuming. Results in a standardized inventory showed high level of teacher emotional exhaustion, but did not show higher level in depersonalization and personal accomplishment.

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Motivational profiles of learners of multiple foreign languages: A self-determination theory perspective

Cited by 33 publications

References 58 publications

Exploring the Motivation-Engagement Link: The Moderating Role of Positive Emotion

Exploring the Motivation-Engagement Link: The Moderating Role of Positive Emotion

Self-determination mini-theories in second language learning: A systematic review of three decades of research

The European Conference on Education 2022: Official Conference Proceedings

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