The Relationship Between L2 Motivational Self-System and L2 Learning among TESL Students in Iran

Rajab, Azizah; Far, Hamid Roohbakhsh; Etemadzadeh, Atika

doi:10.1016/j.sbspro.2012.11.285

Cited by 24 publications

(24 citation statements)

References 20 publications

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“…These results, overall, contradicted previous studies suggesting that learners' L2MSS became a strong predictor of their intended learning effort (E.g. : Islam et al, 2013;Papi, 2010;Rajab et al, 2012;Taguchi et al, 2009). It was, however, approximately in line with other studies which found that learners' L2MSS could not be a strong predictor of achievement (E.g.…”

Section: Research Question 3: To What Extent Does Learners' L2mss Precontrasting

confidence: 93%

“…Due to the stronger explanatory power of Dornyei's L2MSS in understanding learners' motivation, many recent studies investigate learners' motivation using L2MSS as the theoretical framework in various learning contexts (E.g. : Henry, 2013;Islam et al, 2013;Khany & Amiri, 2016;Lamb, 2012;MacWhinnie & Mitchell, 2017;Moskovsky, Racheva, Assulaimani, & Harkins, 2016;Papi, 2010;Papi & Temouri, 2013;Rajab, Far, & Etemadzadeh, 2012;Taguchi, Magid, & Papi, 2009;Ueki & Takeuchi, 2012;Yaghoubinejad, Zarrinabadi, & Ketabi, 2016;You & Dornyei, 2014;You, Dornyei, & Csizer, 2015).…”

Section: Dornyei's L2 Motivational Self System (L2mss)mentioning

confidence: 99%

“…Numerous studies using L2MSS framework investigate the relationships between learners' L2MSS and other aspects such as intended learning effort (E.g. : Papi, 2010;Rajab et al, 2012), self-report proficiency (E.g. : MacWhinnie & Mitchell, 2017), as well as anxiety and self-efficacy (E.g.…”

Section: Rationale Of the Studymentioning

confidence: 99%

See 2 more Smart Citations

L2 Motivational Self System and L2 achievement: A study of Indonesian EAP learners

Subekti

2018

Indonesian J. Appl. Linguist

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This study was conducted to find the relationship between learners’ L2 Motivational Self System (L2MSS), consisting of Ideal L2 Self, ought-to L2 Self, and L2 Learning Experience and their achievement. The participants of this quantitative study were 56 Indonesian undergraduate students who were taking English for Biotechnology class, an English for Academic Purpose (EAP) class. This study was conducted based on several rationales. Despite many researchers’ support on L2MSS’ strength in predicting L2 learning, they have not conclusively established the extent to which learners’ motivation measured with their L2MSS influences their achievements and to date, there have only been few studies investigating the relationships between L2MSS and actual learning achievements. Besides, despite L2MSS’ growing popularity in the field of motivational research, motivational studies using L2MSS in the Indonesian university context are generally still very rare. Hence, this study can serve to pave a way for further motivational studies using L2MSS in the context. The study found that in general learners had high a level of motivation as measured with L2MSS questionnaires. The study further found several results which were rather surprising. First, Ideal L2 Self and L2 Learning Experience did not have significant relationships with achievement. Even ought-to L2 Self and achievement correlated negatively. It was also found that, despite many experts’ support on L2MSS’s strength in predicting L2 learning, the participants’ L2MSS could not be a strong predictor of their achievement. Based on the results, discussions on possible contributing factors were presented along with the implications of this study results in the field of motivational studies. Based on the possible limitations of the study, furthermore, some directions for future studies are also presented.

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Section: Research Question 3: To What Extent Does Learners' L2mss Precontrasting

confidence: 93%

Section: Dornyei's L2 Motivational Self System (L2mss)mentioning

confidence: 99%

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L2 Motivational Self System and L2 achievement: A study of Indonesian EAP learners

Subekti

2018

Indonesian J. Appl. Linguist

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“…as an auspicious tool in increasing the students" motivation. In the context of L2 learning, the greater academic motivation the students have, the greater engagement during lessons they will demonstrate that is closely associated with their academic achievement (Henry & Thorsen, 2018;Lauermann & Barbosa, 2018;Rajab et al, 2012). For this reason, it is considered essential to be integrated into the classroom.…”

Section: Discussionmentioning

confidence: 99%

An Investigation into Undergraduate Students’ Perception of Kahoot Mediated E-Assessment

Mahbub

2022

JEELS

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This study is an endeavor to depict undergraduate students’ perception of a digital game-based learning (DGBL) platform called Kahoot! integrated into the undergraduate students’ learning. To this end, a sequential explanatory study was employed. Undergraduate students from a private university in Indonesia (N=21) agreed to participate in this study. A web-based five-point Likert scale questionnaire was developed to examine their perceptions of this platform. A focus-group interview was also conducted to detect their in-depth feelings. The results indicated that they positively appreciated the integration of this tool into classroom instructions. Implications, conclusion and limitations were then discussed.

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“…Moreover, the most frequently studied variable in language acquisition, which also significantly contributes to the learners' proficiency, is motivation. For recent years, motivation has been considered as a central area for empirical research and the development of theoretical work in the language learning context (Rajab et al, 2012). Several studies in this area show that motivation has an essential role in language learning since it surely encourages EFL learners to maintain effort (Dörnyei & Chan, 2013).…”

mentioning

confidence: 99%

Language input, learning environment, and motivation of a successful EFL learner

Nugroho¹,

Zamzami

Ukhrowiyah

2020

JEFL

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The present study involved one EFL learner who was regarded as successful, not only of understanding second language acquisition theories but also of demonstrating exceptional language skills thus far. An in-depth semi-structured interview was administered with three key objectives – to identify features of language inputs that enable her to develop English skills, to investigate her situation of the learning environment, and to reveal her motivation in learning the language. The participant was a successful EFL learner who was determined by the excellent TOEFL score and performed an outstanding achievement in English proven by the academic transcript. The data were gathered by means of a semi-structured interview and analyzed through the transcription process, coding, and drawing the conclusion. The results indicated that joining an intensive class and integrating English in her daily activities had primarily contributed to her language skill improvement. While the physical environment slightly provided a conducive environment for learning English, her academic environment was steadily supporting her. In addition to the importance of English in her future, the participant was successful in keeping her motivation to learn the language. These findings could contribute to a better understanding of how Indonesian EFL learners successfully acquire a foreign language.

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The Relationship Between L2 Motivational Self-System and L2 Learning among TESL Students in Iran

Cited by 24 publications

References 20 publications

L2 Motivational Self System and L2 achievement: A study of Indonesian EAP learners

L2 Motivational Self System and L2 achievement: A study of Indonesian EAP learners

An Investigation into Undergraduate Students’ Perception of Kahoot Mediated E-Assessment

Language input, learning environment, and motivation of a successful EFL learner

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