Kata Csizér

Eötvös Loránd University · Department of English Applied Linguistics

Although the number of studies into grit in second/foreign language (L2) learning is on the rise, available empirical evidence is still scant, particularly in relation to links between the two facets of (L2) grit (i.e. perseverance and interest), positive (i.e. enjoyment, curiosity) and negative (i.e. in-class and after-class boredom, anxiety) emot...

This study investigates the role of individual difference (ID) variables in a single-setting Hungarian study abroad (SA) context. We contribute to the growing body of research dealing with students in European SA contexts highlighting the importance of social and academic circumstances as well. Data was collected with a validated questionnaire (N =...

This book highlights the roles of individual difference variables on the language learning process, exploring them from both the students’ and the teachers’ perspectives. The comparative analysis of these two datasets yields interactional results that have the potential to shape classroom learning in the future.

A discount code for the book entitled Motivation, Autonomy and Emotions in Foreign Language Learning: A Multi-Perspective Investigation in Hungary - to be published by Multilingual Matters - website: https://www.multilingual-matters.com/page/detail/?K=9781800412743&fbclid=IwZXh0bgNhZW0CMTEAAR1wiHJXwVJ4kFDlsIOdM9Oy3BF2qacLq_d_tJ6dGPsIG4wlMF51yI2rl-Y...

Sok esetben fogalmazódik meg kritikaként a magyarországi intézményes idegennyelv-oktatással szemben, hogy az idegen nyelvek tanítása nem hatékony és a tanulók nem rendelkeznek megfelelő, minőségi nyelvtudással. Ebben az összefüggésben fontos szerepet játszik a tanárok véleménye és meglátása, hogy szerintük mely tényezők gátolhatják leginkább a nyel...

This entry focuses on second language (L2) language learning motivation, that is, how applied linguists have theorized about and empirically studied the amount of effort and persistence students invest in L2 learning and its impact on L2 learning. First, I provide a generally accepted definition of the core concept of L2 learning motivation. Then,...

The aim of our paper is to explore the predictor variables of autonomous use of technology (Benson, 2011) in relation to second language learning. To this end, we explored motivated learning behavior (Dörnyei & Ushioda, 2021), self-efficacy (Bandura, 1986) and several language learning-related emotions, such as enjoyment, pride, hope, curiosity, co...

The investigation of contextual variations in the role of individual difference variables is one of the most important research aims in foreign language pedagogy, especially in teaching environments where there are fluctuations in teaching efficiency. Thus, in our study we aimed 1) to show the ways various emotions, motivational variables, and self...

The aim of our paper is to provide a critical synthesis of research on extracurricular language use both in the home environment and in study abroad contexts, with the goal of outlining possible future research directions within Hungarian contexts. To achieve this aim, we first present a critical review of studies pertaining to out-of-class languag...

Although the number of studies into boredom in second and/or foreign language (L2) learning is evidently on the rise and our understanding of this negative emotion has been considerably extended, surprisingly, empirical evidence is still scant with respect to boredom experienced in out-of-school situations. This study addresses this gap by: (1) exa...

The aim of this paper is to investigate English majors’ grit-related dispositions and their relationships to motivation and language learning emotions. The importance of this study lies in the fact that general motivation-related investigations could not explain some of the problems of language education in Hungary (Csizér, 2020) and we think that...

Language teaching is a challenging profession with educators facing various sources of stress, ultimately leading to high rates of attrition (Mason, 2017). In this study, we draw on two theoretical models to examine the wellbeing of language teachers. PERMA includes physical, intellectual, psychological, and social components of wellbeing (Seligman...

Study abroad research has become an established area of inquiry with theoretical impact and methodological sophistication. The field has incorporated the different approaches and methodological changes that have characterized SLA scholarship, including technological advances and new designs. The present volume contributes an update on and a systema...

The aim of the research presented in this chapter was to investigate the extent to which emotions and motivation affect the autonomy of students learning English in secondary schools in Hungary. The rationale of our study is that although learner autonomy is increasingly seen as an important goal in education, Hungarian learners’ autonomy seems to...

Although there is consensus that second language grammar instruction is needed, some controversial issues remain. Whatever instructional options are selected, it is vital that they allow the development of not only explicit knowledge but also implicit or at least automatized knowledge that can be used in real-time interaction. Since this aim is dif...

Grit is among the individual difference (ID) variables that have recently come to the attention of researchers investigating second language acquisition. While some empirical evidence has been accumulated, it is clearly scant and limited, also because of the fact that many studies have looked into domain-general grit rather than this attribute as r...

Individual differences have long been considered and researched as an important area of applied linguistics, as research findings show clear differences between language learners both in the rate of foreign language learning and in their ultimate success (Dörnyei & Ryan, 2015). Although studies tend to focus on classroom learning mainly, there is a...

The aim of the present article is to provide a systematic review of qualitative studies in the leading journals of our field focusing on their distributional properties in the various journals as well as topic choice and selected quality control issues. In order to achieve this aim, we carried out a systematic review of research articles published...

As systematic research syntheses and meta-analytic studies are becoming more prominent in the social sciences, especially in the fields of psychology and ed-ucation, it appears that applied linguists have also started to follow suit (In’nami et al., 2019). One of the main reasons for this is that abundant knowledge has accumulated through the years...

The crucial role of individual difference (ID) variables in second language acquisition has long been attested to. It has also been acknowledged that ID factors need to be explored in a contextual manner as their role and impact might vary across learning environments. This is also true about study abroad (SA) where constellations of ID variables d...

This article explores intersections between two subfields of second language acquisition research: learner psychology (LP) and instructed second language acquisition (ISLA). Despite the common goal of discovering second language (L2) learning processes and products, the two inquiries have taken distinct paths. We argue that it is necessary to unite...

This article explores intersections between two subfields of second language acquisition research-learner psychology (LP) and instructed second language acquisition (ISLA). Despite the common goal of discovering second language (L2) learning processes and products, the two inquiries have taken distinct paths. We argue that it is necessary to unite...

In Hungary, the academic achievement of schoolchildren is very strongly influenced by their family background, a statement often quoted in connection with PISA surveys (Róbert, 2004). Although the effects of family background have mostly been studied in connection with key competences, it is easy to see that they are also likely to influence foreig...

It has been long acknowledged that learners’ individual characteristics play decisive roles in shaping the learning process (Dörnyei & Ryan, 2015). Still, there are relatively few studies tapping into the roles of various individual difference (ID) variables in concert. Hence, the aim of the present study was to explore the relationships of seconda...

Despite the fact that research into the motivation of foreign language (FL) learners is an evergreen topic in applied linguistics, FL teachers’ motivation has scarcely been researched (Lamb, Csizér, Henry, & Ryan, 2019). Therefore, the aim of the present study is to investigate the role of attitudes, selves, and experiences shaping FL teachers’ mot...

Second language (L2) motivation measuring students’ choice, effort and persistence in L2 learning has been an important topic in applied linguistics because of the fact that L2 motivation is one of the outstanding antecedent concepts for success (Dörnyei and Ushioda in Teaching and researching motivation, Longman, 2011).

The paper explores study abroad (SA) experiences concerning interrelationships of three individual difference (ID) variables: motivated learning behavior, self-efficacy beliefs and self-regulatory strategy use (SRSU). This study was motivated by the increasing availability of SA programs in Europe (European Commission, 2018) and the accompanying ne...

The aim of this study was to investigate deaf and severely hard‐of‐hearing students’ foreign language learning characteristics. In order to provide a better understanding of the challenges this group of learners face, a mixed methods study was designed including a questionnaire survey to provide generalizable results for our context and an intervie...

Due to the emergence of the self in foreign/second language (L2) motivation theory and research following the introduction of the L2 Motivational Self System (L2MSS) (Dörnyei, 2005, 2009), the past decade has witnessed a surge of attention devoted to the two self dimensions: the Ideal L2 Self, and the Ought-to L2 self of the model (Boo, Dörnyei, &...

In the final chapter of my monograph, I would like to present possible future research directions in relation to teachers’ L2 motivation research based on the conclusions from the earlier chapters. I will discuss possible theoretical research as well as research involving students and/or teachers as well as their interactions. In order to provide u...

This book provides an overview of second language (L2) motivation research in a specific European context: Hungary, which has proved to offer an important laboratory for such research, as a number of major political changes over the past 30 years have created a changing background for L2 learning in an increasingly globalized world. The book provid...

Social studies including second/foreign language (L2) research cannot exists in a vacuum, therefore, it is important to provide some background information on Hungary and its education system in order to understand what motivated the empirical studies presented in Chapters 3 and 4.

L2 motivation theories have mostly been inspired by research in psychology which is no coincidence. As Dörnyei (2019a, p. 31) pointed out “linguistics and psychology have traditionally taken different routes to exploring language, yet applied linguistics and psychology did converge in one specific area – which they also had in common with education...

This part of the monograph aims to summarize research studies in Hungary in connection with students’ motivation. I will follow a topical approach and the chapter is divided into several subchapters dealing with different issues regarding the investigation of L2 motivation from language choice and the relations of various individual difference vari...

L2 language learning motivation research has traditionally been fueled by a persistent interest shown toward language learners, as learning outcome and achievement is best researched from the point of view of students. In fact, as Dörnyei (2019a) argues L2 motivation researchers are motivated “in their interest in the personality/identity of the la...

The Editorial highlights the dual forces that act for and against autonomy in the Hungarian educational context.

Evidence-Based Second Language Pedagogy is a cutting-edge collection of empirical research conducted by top scholars focusing on instructed second language acquisition (ISLA) and offering a direct contribution to second language pedagogy by closing the gap between research and practice. Building on the conceptual, state-of-the-art chapters in The R...

Despite the fact that the influence of learning experiences on foreign language learning motivation has been widely acknowledged and emphasised, there are hardly any studies concentrating on these learning experiences. Hence, the aim of this study is to map the language learning experiences of former and current language learners in order to provid...

The Editorial of the Special Issue reconceptualizes the L2 learning experience

This handbook offers an authoritative, one-stop reference work for the dynamic and expanding field of language learning motivation. The 32 chapters have been specially commissioned from the field’s most influential researchers and writers. Together they present a compelling picture of the motivations people have for learning languages, the diverse...

The aim of the investigation presented in this study was to map the foreign language learning experiences, motivation and learning strategies of deaf and severely hard-of-hearing individuals who were students at a higher educational institution or were pursuing tertiary level studies at any one time in the past five years. The authors were also int...

An extensive body of literature has been generated on the written argumentation produced by EFL students; however, research studies have not merged analytical perspectives from rhetorical, informal reasoning, and pragma-dialectic perspectives to analyze students’ argumentative writing. Furthermore, the relationship between individual differences (I...

The aim of our study is to compare the language learning profiles of two distinct groups of students from the post-Soviet bloc: Hungarians and Kazakhs. The motivation driving the investigation is to understand how various individual difference variables interact with one another and shape learning behavior in various contexts. In order to map the d...

In recent years increased attention has been given in applied linguistics to the learning processes of various groups of special needs (SN) students, especially to those whose achievement is impeded by dyslexia or other learning difficulties. However, students with sensory impairment, particularly those who are Deaf or severely hard of hearing (HOH...

This study reports on the second phase of a large‐scale stratified survey in China, examining the role of vision and imagery in the learners’ motivation to learn English as a foreign language. Understanding visualization has been a featured area of recent developments in second language (L2) motivation theory, and this study is the first to offer a...

Apart from L2 motivation, self-regulation is also increasingly seen as a key variable in L2 learning in many foreign language learning contexts because classroom-centered instructive language teaching might not be able to provide sufficient input for students. Therefore, taking responsibility and regulating the learning processes and positive motiv...

Deaf and hard-of-hearing (D/HH) learners have the right to equal access to knowledge and information which entails equal opportunities in learning foreign languages (FLs). As part of a larger project, the present study aims at exploring how students in eight specialised institutions across Hungary perceive the challenge of learning a FL. Following...

Autonomous learning and effective self-regulatory strategies are increasingly important in foreign language learning; without these, students might not be able to exploit learning opportunities outside language classrooms. This study investigated the influence of motivational factors and self-regulatory strategies on autonomous learning behavior. T...

The mixed-method study presented in this paper investigates the changes in direct and indirect intercultural contact and language-learning attitudes and effort of international students in the United Kingdom. Seventy international learners of English were asked to fill in a questionnaire three times during one academic year in an international foun...

This edited volume seeks to highlight the effects of self-concept on L2 learning and teaching by considering a wide range of theories as well as their practical application. The book is divided into four sections and includes: Chapters discussing various approaches related to self-concept; empirical studies related to the selves of the learners; re...

Our study describes the relationship of second language learning motivation, self-efficacy, and anxiety; that is, how motivation, cognition, and affect might interact during the process of second language learning. Questionnaire data were collected from 236 Hungarian students studying at various secondary schools. Structural equation modeling was u...

The aim of this study is to point out the relationship between foreign language learning motivation and sign language use among hearing impaired Hungarians. In the article we concentrate on two main issues: first, to what extent hearing impaired people are motivated to learn foreign languages in a European context; second, to what extent sign langu...

The aim of this article is to introduce the Hungarian L2 motivation scene in detail. Hungary is a monolingual country, where people do not speak foreign languages unless they learn them at school, hence the need for L2 motivation research became apparent in the late 1980s when after nearly 40 years of communist rule, the privileged status of the Ru...

“Cluster analysis is the art of finding groups in data” (Kaufman & Rousseeuw, 1990, p. 1).

The investigation of English as a lingua franca (ELF) has produced significant results in the last few years especially in regard to the description and use of this variety of English in various domains. Somewhat less is known about how far the learners and users of English as a foreign language are aware of the changing role of English, how they r...

In the present study, we surveyed the English language-learning motivations of 518 secondary school students, university students, and young adult learners in the capital of Chile, Santiago. We applied multi-group structural-equation modeling to analyze how language-learning goals, attitudes, self-related beliefs, and parental encouragement interac...

Despite the fact that there is a growing body of research on the characteristics and use of English as a lingua franca (ELF) in Europe, there are relatively few studies aimed at investigating the ways in which language learners voice their opinions about ELF and how they see ELF impacting their own learning. Therefore, the aim of the present study...

The objective of this small-scale study is twofold. On the one hand, it investigates the contact experiences and the attitude of secondary school students towards English as an international language. On the other, it offers an insight into the validation of a questionnaire by foregrounding the process where a pilot questionnaire has been evaluated...

In this research we surveyed the language learning motivation of Hungarian learners of English and German with and without dyslexia. The results of the questionnaire study that altogether involved 1,182 participants indicate that for most learner groups the best direct predictor of how much effort they were willing to invest in language learning wa...

The aim of our study was to provide an insider's account of the dynamics of language learning motivation in Hungarian students with dyslexia. For this purpose, we conducted qualitative interviews with 15 students who studied foreign languages in a variety of educational settings. In this article, we drew up a dynamic model of language learning moti...

The research reported in this paper investigates how the motivational and attitudinal dispositions of students who learnt both English and German simultaneously at the time of data collection differ for the two foreign languages. The study is based on data gathered with the help of a standardised questionnaire from 237 16/17-year-old learners of En...

Our interview study investigated what experiences Hungarian students with dyslexia have in the language learning group and concerning the general behavior, the instructional methods and assessment techniques of their language teachers. Long qualitative interviews were conducted with 15 students of different ages who studied foreign languages in a v...

The research reported in this paper explores the effect of direct and indirect cross-cultural contact on Hungarian school children's attitudes and motivated behaviour by means of structural equation modelling. Our data are based on a national representative survey of 1,777 13/14-year-old learners of English and German in Hungary; 237 of the student...

Our study describes the motivation for learning English as a foreign language in three distinct learner populations: secondary school pupils, university students, and adult language learners. Questionnaire data were collected from 623 Hungarian students. The main factors affecting students' second language (L2) motivation were language learning att...

In this article we investigate what characterizes the language learning motivation of Hungarian English language students in terms of Dörnyei and Ottó's process model of motivation (Motivation in Action, 1998). We used a mixed-method research design, in which qualitative interviews conducted with 20 students were supplemented with questionnaire dat...

In this paper we report the results of a questionnaire survey conducted with 1777 Hungarian primary school children aged between 13 and 14 studying English and German. In our research we investigated the differences in the motivational and intercultural contact measures as well as determinants of motivated behaviour between learners of English and...

This study investigates how contact with the German language and its speakers affects language-related attitudes and motivated behaviour in a foreign language context, namely Hungary, by means of structural equation modelling. Questionnaire data were collected from 189 students of German, who were all between 13 and 14 years old and attended the fi...

The research reported in this paper investigates what types of inter-cultural contact Hungarian schoolchildren have, what kind of language-related attitudes they can give account of and how they see the role of contact situations in affecting their attitudinal and motivational dispositions towards the L2, the L2 speaking communities and the process...

This volume presents the results of the largest ever language attitude/motivation survey in second language studies. The research team gathered data from over 13,000 Hungarian language learners on three successive occasions: in 1993, 1999 and 2004. The examined period covers a particularly prominent time in Hungary’s history, the transition from a...

This article investigates attitude-mediated contact effects on language learners’ motivational disposition by addressing the question as to whether increased intercultural contact through tourism will lead to enhanced language attitudes and language learning motivation. The analysis is based on empirical data gathered in a repeated cross-sectional...

The aim of the present study is to define and describe second language (L2) learners’ motivational profiles by means of a statistical procedure that is relatively rarely used in L2 studies: cluster analysis. To achieve this aim, 5 broad dimensions of students’ motivational and attitudinal dispositions toward 5 different L2s were measured and analyz...

Language learning motivation is a complex, composite construct, and although past research has identified a number of its key components, the interrelationship of these components has often been subject to debate. Similarly, the exact contribution of the various motivational components to learning behaviors and learning achievement has also been in...

The question of how to motivate language learners has been a neglected area in L2 motivation research, and even the few available analyses lack an adequate research base. This article presents the results of an empirical survey aimed at obtaining classroom data on motivational strategies. Two hundred Hungarian teachers of English from various langu...

A nyelvtanulási motiváció és a motivált diákok tudományos igényű jellemzése sok éve egyik központi kérdése a nyelvtanulás/nyelvtanítás kutatásának, mivel a nyelvtanulók motivációs szintje az egyik legfontosabb előrejelzője az idegennyelv-tanulás sikerességének. Nagymin- tás empirikus vizsgálatok és kvalitatív kutatások is keresik arra a kérdésre a...