The motivation‐anxiety interface in language learning: A regulatory focus perspective

Jiang, Chen; Papi, Mostafa

doi:10.1111/ijal.12375

Cited by 22 publications

(22 citation statements)

References 50 publications

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“…Two studies have directly employed the regulatory focus theory. Jiang and Papi (2021) found that a promotion focus negatively predicts L2 speaking anxiety among Chinese learners of English. In Iran, Papi and Khajavy (2021) found that a promotion focus positively predicted ideal L2 selves, which in turn contributed to the emotion of L2 enjoyment, an eager L2 use inclination, and L2 achievement.…”

Section: Regulatory Focus Theorymentioning

confidence: 98%

“…L2 learners with a promotion focus are speculated to take advantage of every opportunity they get to use the target language due to their eager strategic inclinations (Papi et al, 2019;Papi and Khajavy, 2021) and risk-taking tendency (Scholer et al, 2010); they may also pursue maximal L2 learning goals (ideal L2 selves) such as advanced proficiency, which could further motivate their eager behaviors contributing to their pragmatic competence. On the other hand, L2 learners with a prevention focus, who are more risk-averse and have vigilant strategic inclinations, are speculated to have lower levels of pragmatic competence due to their tendency to minimize the possibility of making errors by avoiding the unnecessary use of the L2; they are also motivated by minimal goals (ought L2 selves) such as meeting institutional obligations, which further increases their anxiety (Jiang and Papi, 2021;Tahmouresi and Papi, 2021) and dissuades them from using the target language.…”

Section: Regulatory Focus Theorymentioning

confidence: 99%

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Motivation and Second Language Pragmatics: A Regulatory Focus Perspective

Zhang

Papi

2021

Front. Psychol.

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This study investigates how learners’ chronic motivational characteristics, that is their regulatory focus (Higgins, 1997), can account for differences in L2 pragmatic production in general and across situations with different levels of power, social distance, and imposition. One-hundred-twenty-one L1-Mandarin learners of English as a second language completed a regulatory focus questionnaire and a discourse completion task focusing on two types of speech acts: request and opinion. Multiple regression results showed that learners’ promotion focus, concerned with advancement, growth, accomplishments, positively predicted their pragmatic production in general, and especially in situations where the learner is subject to a higher degree of imposition, has lower power and is socially distant from the interlocutor. On the other hand, the prevention focus, which is concerned with safety, security, and calmness, negatively predicted pragmatic production, especially in those situations. The findings provide support for the role of motivational dispositions in the level of learners’ L2 pragmatic competence. Theoretical and instructional implications are discussed.

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Section: Regulatory Focus Theorymentioning

confidence: 98%

Section: Regulatory Focus Theorymentioning

confidence: 99%

Motivation and Second Language Pragmatics: A Regulatory Focus Perspective

Zhang

Papi

2021

Front. Psychol.

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“…Jin et al (2015) explained that such a contrast might be related to factors such as using different competitiveness scales, study designs, or other intervening variables. Previous research has found that L2 anxiety can be related to learners’ L2 motivation (Jiang & Papi, 2022; Papi, 2010; Papi & Khajavy, 2021; Tahmouresi & Papi, 2021; Teimouri, 2017). Individuals motivated by an ought-to L2 self (representing the learner's L2-related duties and obligations) tend to experience more L2 anxiety in comparison with individuals motivated by an ideal L2 self (representing one's L2-related hopes and aspirations), because the former group is more prevention-focused and sensitive to the presence or absence of negative outcomes, which naturally provoke anxiety.…”

Section: Group 3: Sources Of L2 Anxietymentioning

confidence: 99%

“…Learners’ regulatory focus and regulatory mode have also been found to predict L2 anxiety. Jiang and Papi (2022) found that learners’ regulatory focus and concern with growth and accomplishments strongly and negatively predicted their L2 anxiety. Teimouri et al (2022) found that learners’ regulatory mode of assessment, representing preoccupation with the accuracy and suitability of L2 output, positively predicted their L2 anxiety, whereas their locomotion mode, representing the preoccupation with the act of communication, negatively predicted their L2 anxiety.…”

Section: Group 3: Sources Of L2 Anxietymentioning

confidence: 99%

Second language anxiety: Construct, effects, and sources

Papi,

Khajavy

2023

Ann Rev Appl Linguist

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Second language (L2) anxiety is the most studied affective factor in the field of second language acquisition. Numerous studies have been conducted on this emotion from different perspectives over the last few decades. These studies can be classified into three groups. The first group has tried to conceptualize and operationalize L2 anxiety and identify the different components or dimensions of the construct (e.g., Cheng, 2004; Horwitz et al., 1986). The second group has explored the impact of L2 anxiety on various motivational, behavioral, learning, and performance aspects of L2 learning (e.g., Gkonou et al., 2017). Finally, the third group has investigated different sources of L2 anxiety (Papi & Khajavy, 2021). In this manuscript, we will draw on studies from the three strands to present an overview of the state of research on this construct and conclude by discussing major issues with the conceptualization, measurement, and design of studies on L2 anxiety.

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“…Anxiety is a critical aspect of effect in language learning and plays an imperative role in SLA (Horwitz, 2016 , 2017 ; Oxford, 2017 ; Gregersen, 2020 ; Sudina, 2021 ; Jiang and Papi, 2022 ; Pan et al, 2022 ). In general, foreign language anxiety (FLA) is defined as “a distinct complex construct of self-perceptions, beliefs, feelings, and behaviors related to classroom language learning arising from the uniqueness of language learning process” (Horwitz et al, 1986 , p. 128).…”

Section: Literature Reviewmentioning

confidence: 99%

The roles of motivation, anxiety and learning strategies in online Chinese learning among Thai learners of Chinese as a foreign language

Zhang

Sukjairungwattana

et al. 2022

Front. Psychol.

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The impact of motivation, anxiety and learning strategies on the achievement of foreign language proficiency has been widely acknowledged in the context of traditional offline classroom settings. However, this issue has not been extensively documented in relation to online learning, which has become the predominant form of language learning during the period of the COVID-19 pandemic. The current study was conducted to investigate the relative prediction of motivation, anxiety and learning strategies for second language achievement among 90 Thai adult learners of Chinese as a foreign language (CFL) who took online Chinese courses. The participants completed a questionnaire dealing with motivation, anxiety, learning strategies, and their Chinese proficiency was measured by self-report and a Chinese vocabulary size test. A series of hierarchical regression analyses revealed two major findings. First, anxiety emerged as the most stable factor for the participants' CFL achievement, followed by learning strategies and motivation. Second, motivation, anxiety and learning strategies only significantly predicted the participants' self-rated Chinese language proficiency, but not their performance on the Chinese vocabulary size test. The overall results indicate the relative importance of motivation, anxiety and learning strategies to Chinese language learning in the online environment and suggest different measures of CFL achievement may lead to different research findings. The general findings were of theoretical and pedagogical significance for understanding and addressing individual differences factors in online language learning.

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The motivation‐anxiety interface in language learning: A regulatory focus perspective

Cited by 22 publications

References 50 publications

Motivation and Second Language Pragmatics: A Regulatory Focus Perspective

Motivation and Second Language Pragmatics: A Regulatory Focus Perspective

Second language anxiety: Construct, effects, and sources

The roles of motivation, anxiety and learning strategies in online Chinese learning among Thai learners of Chinese as a foreign language

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