The Impact of an Intensive English Reading Course Based on the Production-Oriented Approach on the L2 Motivational Self System Among Chinese University English Majors From a Dynamic Systems Theory Perspective

Abstract

This article reports on a study that took a Dynamic Systems Theory (DST) perspective to second language (L2) motivational self system (L2MSS). More specifically, it investigated the influence of an Intensive English Reading course based on the Production-Oriented Approach (POA) upon the L2MSS of Chinese university English majorsfrom the DST perspective. To this end, two intact classes composed of 50 students were assigned into experimental group (EG) (N = 23) and control group (CG) (N = 27), who responded to an L2MSS scale before and after the one-semester intervention. Eight and five students were respectively selected using the purposive sampling method from the experimental and control groups for follow-up semi-structured interviews. The quantitative results revealed that the overall and dimensional (Ideal L2 Self and L2 Learning Experience) levels of L2MSS were significantly strengthened over time in the EG while kept stable in the CG. The qualitative results suggested that the enhanced Ideal L2 Self of the participants stemmed from an attractor basin that was deepened by a number of attractors encompassing Output Tasks and Peer Performance. The interview results also showed that the increased L2 Learning Experience of the participants pertained to an attractor basin that was consolidated by an array of attractors containing Output Tasks, Teacher Guidance, Group Discussion, and Peer Assessment. The findings indicated that the attractors at the subjective and social dimensions in the POA-based course collectively worked together to cause changes in L2MSS among the participants. The implications for intervening L2 motivation from a POA approach in English as a Foreign Language (EFL) classrooms were discussed.

Exploring L2 Motivational Dynamics Among Chinese EAP Learners in an EMI Context From a Socio-cultural Perspective

“…These forms are conducive in nurturing a positive attitude toward and an interest in participating in these activities (Bećirović et al, 2022; Jagger, 2013). These activities then offer a good learning experience to the learners and improve their enjoyment of the class (Alamdari & Ghani, 2022; C. Li et al, 2022).…”

Empowering English as a Foreign Language Education With the Production-Oriented Approach: A Systematic Review

“…English writing (Yin, 2019;Du, 2022;Liu, et.al., 2020 (Balázs, 2020;Li et al, 2022;Qiu, 2020;Sun, 2020;Xie, 2021;Yang, 2022) "Autonomous learning" (J. Shu, 2022) "Students' motivation" (Li et al, 2022;Ren & Wang, 2018) "Enthusiasm for English learning" (X.Wang, 2022) "Critical thinking skills" (Lei & Mokhtar, 2023;X. Liu, 2021) A majority of studies targeted micro English skills such as reading, writing, speaking, translation, interpreting, and grammar.…”

“…The other studies targeted English translation (Qi, 2022), interpreting (Guo, 2020), and grammar (Zhang & Choe, 2020) in a general view without a specific description of each skill. Five studies (Balázs, 2020;Li et al, 2022;Qiu, 2020;Sun, 2020;Xie, 2021;Yang, 2022) targeted students' global English proficiency by designing POA modules. Most of them examined the effect of pre-post tests on students' English level and generally reported a positive effect of POA on students' EFL academic level.…”

An Empirical Research on EFL in General High School

“…Today'S world is an era of rapid development of information technology represented by computers [1]. The total amount of knowledge is far beyond our imagination, and the way of knowledge dissemination and learning has undergone fundamental changes.…”

“…Based on the systematic research and summary of the existing research results, this paper makes an empirical study on English Teaching in General High schools under the theory of the second language (L2) motivational self-system. The purpose of this study is to explore the following three questions: (1) what are the English learning motivation and self-system of year three students in general high school; (2) What are the gender differences between the ideal self and ought-to self between boys and girls of year three students; (3) What is the relationship between year three students' English learning motivation self-system and academic performance. By studying the above three questions, this paper aims to explore the effectiveness of English learning in General High schools under the L2 motivational self-system.…”