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The psychology of the language learner: Individual differences in second language acquisition
Abstract
Research results over the past decades have consistently demonstrated that a key reason why many second language learners fail--while some learners do better with less effort--lies in various learner attributes such as personality traits, motivation, or language aptitude. In psychology, these attributes have traditionally been called "individual differences." The scope of individual learner differences is broad--ranging from creativity to learner styles and anxiety--yet there is no current, comprehensive, and unified volume that provides an overview of the considerable amount of research conducted on various language learner differences, until now.
... Over the past three decades, research on LLS has been the subject of considerable debate among researchers, including issues related to its definition, classification, and measurement (see Takeuchi, 2019 for a comprehensive review). These concerns highlight the need for refinement in LLS research, and many researchers have proposed various solutions to address these issues, such as using different approaches that were not used in previous LLS studies (e.g., approaching LLS use from a prototypical perspective; Gu, 2012) and incorporating alternative concepts of LLS, such as self-regulation (Dörnyei, 2005;. ...
... The concept of self-regulation, originally rooted in educational psychology, has emerged as one of the most notable alternative ways to address the issues in previous LLS research. Self-regulation refers to learners' ability to organize and manage their own learning, encompassing control over their metacognition, cognition, behavior, emotions, and environment (Dörnyei, 2005;. Although self-regulation and SRL are often considered interchangeable, they are distinct concepts. ...
... Although self-regulation and SRL are often considered interchangeable, they are distinct concepts. SRL is the learning process aimed at achieving learning goals (L. S. , whereas self-regulation is the driving force behind the skill to control learning and promote the end product in L2 learning (Dörnyei, 2005;Rose, 2012;Takeuchi, 2019). Thus, SRL is arguably a broader concept than self-regulation, and self-regulation can be considered as one of the variables related to the process of SRL (L. S. . ...
Self-regulated learning (SRL) has garnered significant attention in second/foreign language (L2) research, expanding from the study of learning strategies to diverse contexts. However, since Rose et al.'s review (2018), few studies have thoroughly examined how SRL research has been carried out in L2, leaving the landscape of L2 SRL research somewhat nebulous. To address this gap, we conducted a systematic review to elucidate how L2 SRL studies have been conducted between 2017 and 2023. Our results revealed that while some studies were conducted in European and other contexts, the vast majority of studies were conducted in an Asian context, with a pronounced concentration in China and Hong Kong. There was a predominant focus on writing and quantitative research methods. Studies tended to use learning strategies, self-efficacy, and motivation as determinants of learners' SRL. The relationships between these variables varied depending on the learners' level of education, learning contexts, and target skills. Based on these findings, implications for future research were provided.
... Motivation is critical in selecting different learning plans to improve language abilities (Dörnyei, 2019;Griffiths, 2013;Oxford, 2011Oxford, , 2017Sukying, 2021). Motivation is regarded as a psychological philosophy that has drawn significant interest in second or foreign language works since it was propagated in language attainment (Dörnyei, 2005;Gardner, 2001). Unfortunately, very little research on Thai learners of French has been documented in English. ...
... Much of the research on motivation in foreign (L2) language learning has been rooted in Gardner and colleagues' psychological concept of motivation (e.g., Dörnyei, 2005;Gardner, 2001;Nikoopour et al., 2012;). However, Dörnyei stated Gardner for creating a deceptive distinction between the "instrumental" and "integrative" conceptualization of motivation. ...
... However, Dörnyei stated Gardner for creating a deceptive distinction between the "instrumental" and "integrative" conceptualization of motivation. As such, the notion of motivation, interchangeably used as an incentive in this study, has brought topical issues for debate (Dörnyei, 2005;Gardner, 2001;Nikoopour et al., 2012;Oxford, 2017). ...
Learner motivation and learning strategies play a crucial role in language learning. Therefore, the current study aimed to investigate the patterns of motivation and learning strategies in 144 Thai university learners of the French language. Participants were given a questionnaire asking about their motivation and learning strategy use. The findings suggest a hierarchy of learning strategy use among Thai university learners. The most frequently used taxonomies of learning strategies were social strategies, followed by metacognitive strategies, cognitive strategies, compensation strategies, affective strategies and, finally, memory strategies. The current findings also showed a positive relationship between learner motivation and language learning strategies. However, qualitative investigations need to be considered for further studies to gain in-depth insight into learning strategy use. Such a line of inquiry would yield additional crucial pedagogical and theoretical implications.
... However, L2 learners, including those having high L2 proficiency, are often observed to be removed from L2 communication in formal educational contexts (Cao, 2014) or naturalistic settings (Denies et al., 2015). This phenomenon suggests that L2 learners' language proficiency does not necessarily translate into actual communicative action, and for this to happen, learners' willingness to do so should be an essential prerequisite (Dörnyei, 2005). Hence, L2 learners' willingness to communicate (WTC) has been a focus of scholarly interest for more than two decades. ...
... For example, one's WTC in the first language (L1) is considered personalitybased, meaning that an individual tends to demonstrate relative stability in their inclination to talk (McCroskey & Baer, 1985). However, L2 WTC (henceforth WTC, in contrast to L1 WTC) is conceptualized as a situated construct that encompasses both trait and state characteristics (Dörnyei, 2005). MacIntyre et al.'s (1998) seminal work marks the milestone of WTC research. ...
... It has been found that WTC is indirectly predicted by SDT-based motivation (Khajavy et al., 2016;Lin, 2019;Peng & Woodrow, 2010) extrinsic motivation (Joe et al., 2017). Recent research has also explored the relationship between WTC and the L2 motivational self system, the reconceptualization of motivation from the future self-perspective proposed by Dörnyei (2005). The ideal L2 self, reflecting learners' vision of themselves as effective L2 users in the future, was shown to be a significant predictor of L2 WTC (Lan et al., 2021;Lee & Lee, 2020b;Lee & Lu, 2023;Teimouri, 2017;Zhang et al., 2022). ...
This Element offers a review of advancements in willingness to communicate (WTC) in a second language (L2) over the past twenty-five years. It begins with the origin of the concept of WTC in first language (L1) communication research and the seminal and novel conceptualizations of WTC in the L2 context. This Element then categorizes six key perspectives that have informed WTC research: social psychological, cultural, dynamic, ecological, multimodal, and digital. By analyzing representative studies, it elucidates insights gained from these perspectives. The Element then discusses key factors associated with WTC, including individual attributes, situational factors, and outcome factors. This is followed by an overview of and critical commentary on methodological approaches in WTC research. Implications for enhancing L2 learners' WTC in in-class, out-of-class, and digital contexts are discussed. The Element concludes by proposing important venues for future WTC research. This title is also available as Open Access on Cambridge Core.
... Learners' remarkable abilities and appropriate curriculum and effective teaching practice can ensure learners' achievement provided that they have sufficient motivation. On the other hand, high motivation can make up for considerable deficiencies, both in one's language aptitude and learning conditions (Dörnyei, 2005). More specifically, according to Cambria and Guthrie (2010), motivation can surely be ignored if chosen. ...
... A questionnaire was employed to measure motivation for reading. As Dörnyei (2005) explains, questionnaire is efficient in terms of researchers' time, effort, and financial resources. Researchers can collect a huge amount of data in less than an hour by administering a questionnaire to a group of participants. ...
... More specifically, in this study, close-ended questions were used. According to Dörnyei (2005), closed-ended questions are advantageous to objectively code, organize the data, and minimize the subjectivity of raters. ...
The purpose of this descriptive study was to investigate the level of students' motivation, reading comprehension, and their association. The participants of this study were first-year students of Debre Markos University. Out of sixty-six participants only sixty-one were selected using a simple random sampling technique. A questionnaire was used to examine the students' level of motivation for reading and a test was employed to determine the students' level of reading comprehension. A quantitative method was used to analyze the data. To analyze the data gathered to determine the level of students' motivation for reading, and reading comprehension, descriptive statistics were used. As motivation for reading was measured at ordinal level, Median was used. On the other hand, mean was used to describe reading comprehension as the level of measurement is continuous. To analyze the relationship between motivation for reading and reading comprehension, spearman rho was used. The data were analyzed using SPSS (version 21). The students were found to have a moderate level of motivation for reading. Furthermore, the students' level of reading comprehension was low. Moreover, the result revealed that there was a significant positive relationship between motivation for reading and reading comprehension.
... Studies indicate that when tasks are seen as fun and engaging, young learners are more likely to be motivated, improving both their performance and learning experience (Lázaro-Ibarrola, 2023). Accordingly, Dörnyei's (2005) motivational theories stress the need to integrate engaging tasks into lesson plans, particularly for young learners who respond well to enjoyable activities. Therefore, understanding and nurturing task motivation in primary education can lead to more effective and pleasurable learning experiences, establishing a strong foundation for future academic success (Muñoz, 2017). ...
... For EFL children, the importance of task motivation is amplified as they are in the early stages of developing self-regulatory behaviors and are more likely to engage with tasks they find enjoyable (Kim, 2005;Ushioda, 2009). Grounding studies on task motivation within theoretical frameworks, like Dörnyei's (2005) L2 motivational self system (L2MSS), provides a comprehensive understanding of how motivation can be influenced by specific tasks and learning contexts. The L2MSS emphasizes the dynamic nature of motivation, incorporating factors related to the learning environment and specific tasks, which are crucial for young learners whose motivation is highly susceptible to classroom conditions (Dörnyei, 2005). ...
... Grounding studies on task motivation within theoretical frameworks, like Dörnyei's (2005) L2 motivational self system (L2MSS), provides a comprehensive understanding of how motivation can be influenced by specific tasks and learning contexts. The L2MSS emphasizes the dynamic nature of motivation, incorporating factors related to the learning environment and specific tasks, which are crucial for young learners whose motivation is highly susceptible to classroom conditions (Dörnyei, 2005). Empirical studies consistently support the notion that task-specific motivation plays a pivotal role in language learning outcomes. ...
This study investigated how the inclusion of model texts as a feedback technique affected students’ task motivation and engagement in writing tasks. Adopting a longitudinal design, 60 English as a foreign language (EFL) children (aged 11-12) were divided into three groups: a treatment group, a long-term treatment group, and a control group. The treatment groups received feedback that incorporated model texts as examples of proficient writing, while the control group self-corrected their texts. Task motivation was assessed through self-report questionnaires and focus group interviews. The findings showed that the children responded positively to the use of model texts, particularly those children who had been exposed to this type of feedback over a longer period. While some expressed a preference for more explicit error correction, their overall enjoyment, improvement, as well as enthusiasm for collaborative work highlight the value of integrating model texts into the EFL classroom. Based on these findings, pedagogical implications will be discussed.
... Udviklingen inden for L2-motivationsforskningen kan ifølge Dörnyei (2005) deles op i følgende tre faser: en sociopsykologisk fase med Gardner (1985) som vaesentlig repraesentant, som bl.a. i 1985 udviklede Attitude/Motivation Test Battery (AMTB) modellen med parametrene integrativitet (på engelsk integrativeness), som er den laerendes åbenhed over for og interesse i L2 og den kulturelle gruppe, der taler sproget, holdningen til laeringssituationen og motivation samt sprogangst (language anxiety) (Gardner 1985(Gardner , 2019Dörnyei 2005: 96). ...
... Repraesentanter er her bl.a. Ushioda (2001), Manolopoulou-Sergi (2004) og Dörnyei (2005). Dörnyei (2005) introducerer L2 Motivation Self System. ...
... Ushioda (2001), Manolopoulou-Sergi (2004) og Dörnyei (2005). Dörnyei (2005) introducerer L2 Motivation Self System. Dette system integrerer tidligere tilgange fra de forskellige forskningsperioder, herunder fx Noels et al. (2000) og Ushioda (2001). ...
This study explores how L2 learners of German as an Additional Competence (GAC) reflect on motivation, needs, expectations, experiences, and persistence. GAC is a new initiative that was launched in 2022 at Aalborg University, supported by a special budget from the Danish Ministry of Education and Research for boosting German and French language skills in higher education in Denmark. At Aalborg University, GAC is offered as courses outside of the academic curricula and ECTS system. To evaluate and further develop this new initiative, we have conducted 14 semi-structured interviews with course participants to inquire about their motivation, needs, expectations, and experiences. Theoretically and methodologically, the study is based on Dörnyei’s (2005) model of Motivational Self System in second language (L2) acquisition, the concept of target needs by Hutchinson and Waters (1987), Unger’s (2022) study of narrative constructions of needs in foreign language teaching, and Tinto’s (2020) concept of persistence, involving self-efficacy, sense of belonging, and perception of curriculum. The study provides insights into a broad variety of motivational factors, needs, persistence, and experiences from both previous German language learning and the GAC-courses. The findings of the study point towards both career-strategic and personal goals as key factors for the motivation of the participants. Moreover, their perceived needs focus on the enhancement of practical language skills. Accordingly, most participants expect the courses to allow for extensive training and practical exercises. Also, an informal and safe atmosphere to overcome a fear of speaking and making mistakes are desirable and form a contrast to the participants’ prior learning experiences, and it seems that participants need both academical and social support in their learning.
... As regards the role of motivation and attitude in L2 learning, Crookes and Schmidt (1991: 480) add that "teachers would describe a student as motivated if he or she becomes productively engaged in learning tasks, and sustains that engagement, without the need for continual encouragement or direction". Furthermore, motivation is one of the determining factors in learning an L2 (Dörnyei 2005). Regarding selfesteem, both the communicative act and self-representation are affected by it Numerous studies on the impact of positive emotions on L2 learning are based on the principles of Positive Psychology as established by MacIntyre and Gregersen (2012). ...
... On the other hand, prior research has demonstrated that WTC in class correlates with personality factors in addition to other factors, such as motivation (MacIntyre et al. 2007). For instance, according to Dörnyei (2005), there are students who, despite having better linguistic competence than their peers, tend to avoid communicative situations in an L2. Similarly, previous studies have shown that motivation is one of the main factors that determine L2 students' WTC. ...
In an ever-changing society, communicating orally with other people has become a priority. However, many adolescent students do not feel confidently enough to develop their speaking skills and struggle to communicate in the L2 classroom. Adolescence is a critical stage in which both cognitive and affective factors play an important role. These factors have been considered as crucial components in the development of oral skills in L2 learning. Moreover, communicating emotions in an L2 has also been essential. Engaging students into communicative tasks in the L2 classroom has become a challenge nowadays, as they are increasingly used to technology-mediated communication, resulting in a lack of ability to socialize face-to-face. To mitigate this, finding meaningful media-mediated activities which motivate students has been an essential task among educators in the secondary education context. It is noteworthy that one of adolescents’ frequent activities is that of listening to foreign music while paying attention to song lyrics. Some song lyrics have a strong emotional component which may serve as an ideal affective input and a source of motivation to facilitate students’ oral skills and their willingness to communicate (WTC) in the L2 classroom. Implementing authentic materials based on music and emotions may motivate adolescent students to communicate in class, thereby enabling them to improve their oral skills.
... Successful language assessment outcomes can evoke positive emotions such as satisfaction and pride (Dörnyei, 2005;Guerrero Azócar, 2017;Nalipay et al., 2021;Mohammadkhah et al., 2022). However, numerous studies highlight that unfavorable results often lead to discouragement and frustration (Dörnyei, 2005;Derakhshan et al., 2023;Dumančić et al., 2022;Edwards, 2021). ...
... Successful language assessment outcomes can evoke positive emotions such as satisfaction and pride (Dörnyei, 2005;Guerrero Azócar, 2017;Nalipay et al., 2021;Mohammadkhah et al., 2022). However, numerous studies highlight that unfavorable results often lead to discouragement and frustration (Dörnyei, 2005;Derakhshan et al., 2023;Dumančić et al., 2022;Edwards, 2021). Edwards (2021) and Richards (2022) further note that these negative emotions intensify teachers' sense of pedagogical responsibility and can impact their motivation to engage in both assessment practices and instructional improvements. ...
This exploratory case study investigates the emotional responses, professional accountability, and action-taking dispositions of 150 Chilean prospective English as a Foreign Language (EFL) teachers towards language assessment scenarios. Despite the growing interest in assessment, little research has focused on the affective experiences of trainee teachers. Participants completed the Emotionally Loaded Situations Questionnaire, which assessed their reactions to situations where students fail language assessments. The study reveals that these situations elicited negative emotional responses, leading to a diminished sense of teacher identity due to perceived inefficiencies in teaching and assessment practices. The findings also highlight the teachers’ dispositions towards taking corrective actions, such as revisiting teaching and assessment strategies, reinforcing assessment content, and improving future practices. As to professional accountability, trainee teachers acknowledge that their teaching performance has a direct effect on their students’ assessment results. These outcomes emphasize the need for further research on the affective dimension in language assessment to better support the professional development of future teachers.
... Selain itu, Teori "Sanshu" juga mencerminkan pengetahuan budaya yang terkandung dalam aksara Cina, ini dapat meningkatkan minat dan memperkuatkan motivasi pelajar untuk belajar bahasa Mandarin (Mou & Xie, 2016). Dalam Pemerolehan Bahasa Kedua (Second Language Acquisition, SLA), salah satu faktor utama ialah motivasi pembelajaran, ini didefinisikan sebagai usaha yang dilakukan oleh pelajar untuk mempelajari bahasa lain atas keperluan atau keinginan (Ellis, 1994;Dörnyei, 2005). Walau bagaimanapun, kajian ini memberikan sedikit perhatian kepada pencapaian dan perubahan motivasi pelajar Islam sebagai bukan penutur asli di UiTM Dungun, melalui rawatan Teori "Sanshu". ...
... Wong et al. (2021) juga menyokong keberkesanan Teori "Sanshu" dalam meningkatkan minat pelajar, seperti yang ditunjukkan melalui perbezaan signifikan dalam tahap motivasi antara kumpulan rawatan dan kumpulan kawalan. Penemuan kajian ini turut memperkukuhkan teori bahawa pemahaman terhadap hubungan antara bentuk, bunyi dan makna aksara dapat merangsang motivasi intrinsik pelajar untuk mempelajari bahasa kedua (Ellis, 1994;Dörnyei, 2005). ...
Non-native Mandarin speakers, especially Muslim students, often struggle to learn Chinese characters directly due to the complexity when taught through traditional methods. Recent studies suggest that the “Sanshu” Theory may enhance the effectiveness of Chinese character instruction by helping students not only identify the meaning and pronunciation of characters deeply but also introduce the elements of Chinese culture to boost their interest and motivation. Therefore, an experimental study was conducted at UiTM Dungun to evaluate the impact of “Sanshu” Theory instruction on the achievement and motivation of Muslim students in learning Chinese characters. A total of 106 Muslim students were divided into control and treatment groups, with the treatment group receiving instruction based on this theory for 12 weeks. The study’s results showed that using the “Sanshu” Theory led to a significant improvement in character mastery, particularly in the ability to infer character meanings and pronunciation. Additionally, this method effectively motivated and enhanced students’ overall performance compared to traditional methods. These findings are highly relevant to language education, particularly in promoting teaching methods for Chinese characters that incorporate cultural and contextual elements. Such approaches can boost interest and enhance learning outcomes for Muslim and other non-native students.
... Psychological barriers, such as writing apprehension, low self-esteem, and anxiety, are significant factors hindering EFL students' ability to succeed in academic writing. As Dörnyei (2005) emphasizes, these emotional factors restrict students' motivation and engagement in language acquisition. Writing apprehension, for instance, arises when students feel overwhelmed by the task of writing in a second language, fearing mistakes in grammar or vocabulary use. ...
... Therefore, psychological factors have been widely recognized as difficulties in language learning and these results are in line with the body of research on the influence of psychological aspects on language acquisition. According to Dörnyei (2001) and Dörnyei (2005), learners' performance and involvement in language acquisition can be severely restricted by anxiety and low self-esteem. This fear can show up as a reluctance to take creative risks or revisionary changes in academic writing. ...
Mastering writing in a foreign language remains one of the most formidable challenges for language learners. This study mainly seeks to elucidate the difficulties Kurdish English-majoring undergraduates encounter in academic writing. Although academic writing is a pivotal skill demonstrating students' ability to communicate ideas effectively and engage in critical thinking, EFL students often encounter significant difficulties in this domain. Utilizing thematic analysis, this investigation employed a qualitative method and used one-on-one interviews with 10 university instructors. The findings revealed that students' challenges predominantly stem from linguistic, cultural, and psychological factors. Further, the difficulties were caused by the impact of educational background and psychological and motivational barriers, in response, instructors have proposed solutions including targeted instruction and practice, expanding vocabulary stock and the necessity for Feedback. This article discusses the implications of these findings for teaching and learning academic writing in the EFL Kurdish context and provides seminal recommendations for future research.
... One moment you are motivated, but next moment you may lose it. Dornyei (2005) says, "motivation is not seen as a static attribute but rather as a dynamic factor that displays continuous fluctuation" (p. 83). ...
... The systematic review of both the theoretical and empirical studies on the effectiveness of motivational strategies in ESL/EFL classrooms highlights three key preconditions necessary for these strategies to be effective. These preconditions are: Dornyei (2005) defines Individual Difference (ID) as "characteristics or traits in respect of which individuals may be shown to differ from each other" (p. 1). He gives taxonomy of IDs which include personality, temperament, mood, language aptitude, motivation, learning styles, language learning strategies, anxiety, self-esteem, willingness to communicate, and learner beliefs (pp. ...
Many teachers of English as a Second Language (ESL) or English as a Foreign Language (EFL) employ motivational strategies to help students learn more effectively. However, these strategies, despite being termed ‘motivational,’ do not always inspire genuine motivation among students. In light of this challenge, this literature-based study examines key preconditions necessary for the effectiveness of motivational strategies used by ESL/EFL teachers in their classrooms. Through thematic analysis, the study reviews relevant literature, including notable works by psycholinguists, published research articles, and related weblogs. It explores the concepts of motivation and motivational strategies within the ESL/EFL context, focusing on what makes these strategies impactful in the classroom. Findings indicate that factors such as student mood and attitude, cultural context, and linguistic comprehensibility are crucial for the success of teacher-driven motivational approaches. The study suggests further research to identify additional preconditions that may influence the effectiveness of motivational strategies in English language classrooms. Identifying these preconditions is expected to help teachers, administrators, and policymakers plan and apply motivational strategies more effectively, thereby enhancing learning outcomes of English language learners.
... In Tanjungpura University, district Pontianak, in West Kalimantan, there are several problems faced by more than 70% of students in writing thesis including: (1) finding reference sources in the last 10 years for literature review (77.58%), (2) critically analyzing literature sources (76.04%), (3) criticizing issues related to proposal writing (75.82%), (4) deciding on techniques of data analysis (75.82%), (5) reviewing literature (73.63%), (6) convincing readers that the problem really exists and is conveyed in the background of the research (72.97%), (7) identifying topics of focus for literature review (72.09%), (8) writing the conceptual framework of the research proposal (70.99%), (9) identifying current issues for proposal writing (70.11%), (10) limited knowledge related to lexical items and linguistics units (76.48%), (11) linking between sentences to form a research proposal (74.95%), (12) communicating fluently with the writing style of the research proposal (73.41%), (13) knowledge related to the social context of research in the research proposal (71.65%), (14) deciding on linguistic units (from phoneme to discourse) that must be deleted, replaced, added, or rearranged in research proposal writing (78.68%), and (15) using correct grammar in research proposals (72.31%) [1]. ...
... The monitoring and regulating procedures of learners are frequently coordinated to meet certain learning goals or objectives, for example: cognitive strategies can enhance EFL students' metacognition in a process-based writing to write undergraduate thesis [11]. Several common self-regulated learning strategies as a substitute in critique of language learning strategies research are well-represented in the metacognition field [12]. Although there are still a few studies in the realm of second/foreign language instruction, the discussions on the links among metacognition, self-regulation, and self-regulated learning strategies have been developed by some scholars [8] [13]. ...
This study attempts to map undergraduate students’ writing selfefficacy and writing self-regulated learning strategies in the process
of writing their undergraduate thesis. This survey study was
conducted in Thesis Proposal Writing coursework in a private
university in academic year 2022/2023. Eighty-six students agreed to
participate in this study by filling out a questionnaire, and eight
students were interviewed to obtain more information about their
responses to the questionnaire. The findings indicate that the
students’ writing self-efficacy were categorized into medium
(M=4,7872, SD=1,138), which means they believe either maybe or
basically can do the writing ability stated in the items. They were
relatively more efficacious in the use of English writing (M=4,936,
SD=1,199), but less efficacious in grammar and spelling (M=4,69,
SD=1,062). In terms of writing self-regulated strategies, most
students sometimes used writing self-regulated strategies; the most
frequently used SRL strategies were self-consequences strategies
(M=2,41; SD=0,641) and self-evaluation strategies (M=2,35;
SD=0,693) while the least frequently used strategies were selfmonitoring strategies (M=1,755, SD=0,793). From these findings,
the author suggests that students should be supported to enhance
their writing self-efficacy and self-regulated learning strategies by
providing more cohesive and coherent written corrective feedback.
By doing so, they will be more efficacious in terms of ideation,
organization, grammar, and spelling in writing their undergraduate
thesis. It will also enhance their behavioral self-regulated learning
strategies in the domain of self-monitoring strategies.
... Cada planeación fue diseñada para un grupo de aproximadamente 10 a 15 estudiantes, sin conocimientos previos de francés, en sesiones que variaban entre una y dos horas, dependiendo de la complejidad del tema abordado. (29) Cada sesión se estructuró en torno a dos objetivos fundamentales: el objetivo general, enfocado en el aprendizaje lingüístico, y el objetivo sociocultural, dirigido a la comprensión intercultural. Este enfoque cultural se reflejó en el contenido, ya que cada planeación abarcó conceptos gramaticales y vocabulario específicos de los temas, incorporando materiales auténticos como videos, música, textos literarios y especializados. ...
... Como sugiere Zoltán Dörnyei (29) en The Psychology of the Language Learner: Individual Differences in Second Language Acquisition, la motivación y el aprendizaje de una lengua extranjera están profundamente conectados con la cultura, y esta dimensión cultural es clave en el proceso de enseñanza-aprendizaje, porque la adquisición de un idioma no puede separarse de la comprensión cultural que lo acompaña; más bien, la cultura debe estar entrelazada con el aprendizaje lingüístico para que este sea integral y efectivo. ...
Unlike training, which involves the preparation of an organization's personnel to perform a certain activity, teacher training deals with the “acquisition, definition and redefinition of skills, knowledge, abilities and values for the performance of the teaching function throughout their professional life” (Estepa Murillo et al., 2005), which has recently been characterized as competencies that teachers should develop as part of their professional profile. This training, however, is mostly focused on pedagogical aspects (teaching planning, development of teaching-learning or assessment strategies, development of teaching materials) and lately on the inclusion of technological tools and Artificial Intelligence to “improve” classes -especially since the Covid-19 pandemic- and leaves aside other important aspects for the development of the teaching person. This paper presents the redesign of a workshop whose main objective is to develop intercultural competence in higher education teachers, specifically around the French language, culture and education, while guiding them in their search for mobility options to French-speaking countries, which, incidentally, are less widespread compared to Anglo-Saxon options.
... learning contexts. Motivation and engagement are widely recognized as key drivers of language learning success [4,5], but relatively few studies have explored how these factors interact with emotional experiences like enjoyment or resilience-related constructs such as grit and academic burnout [3,6,7]. Addressing this gap is essential for developing a comprehensive understanding of how emotional and psychological factors collectively influence language learning outcomes, particularly in English as a Foreign Language (EFL) contexts. ...
... Understanding the emotional and psychological factors that influence second language acquisition (SLA) has gained increasing importance in recent years [1][2][3]. Positive emotional experiences, resilience, and motivation are crucial elements that shape learners' success in language learners encounter during the process of learning [8,9]. Research suggests that such positive emotions enhance intrinsic motivation and increase engagement with language tasks, leading to greater persistence and effort in language acquisition [1,10]. ...
This study examines the relationships among Foreign Language Learning Enjoyment (FLLE), L2 grit, academic burnout, and motivated behavior in English as a Foreign Language (EFL) learners, using a mixed-methods approach. A total of 534 Chinese undergraduate EFL learners participated in the quantitative phase, which used a cross-sectional survey, followed by narrative inquiry with 15 participants in the qualitative phase. Structural Equation Modeling (SEM) analysis revealed that FLLE positively influenced motivated behavior while reducing academic burnout. L2 grit mediated the relationships between FLLE, burnout, and motivation, indicating that enjoyment promotes perseverance and resilience. Burnout was found to negatively impact motivation, underscoring the role of emotional well-being in maintaining engagement. The qualitative findings further supported these results, offering insights into learners’ experiences of joy, perseverance, and recovery from burnout. Participants described how moments of enjoyment reignited their long-term motivation, while grit helped them persevere through challenges. Burnout was linked to emotional exhaustion, but positive experiences often helped restore motivation. These findings offer a deeper understanding of the emotional and psychological factors influencing language learning success. The study provides important implications for educators, highlighting the need to create positive learning environments, promote resilience, and address burnout to support students’ sustained commitment to language learning.
... Together, these insights contribute to the discourse on encouragement, emphasizing its diverse benefits in education and language learning experiences. Dörnyei's (2005) exploration of motivation in language learning further supports the idea that teacher encouragement is crucial for nurturing learners' intrinsic motivation, aligning with Dörnyei's (2005) broader motivational theories. The socio-educational model also emphasizes the importance of affective factors, such as teacher encouragement, in motivating language learning (MacIntyre and Gardner, 1991). ...
... Together, these insights contribute to the discourse on encouragement, emphasizing its diverse benefits in education and language learning experiences. Dörnyei's (2005) exploration of motivation in language learning further supports the idea that teacher encouragement is crucial for nurturing learners' intrinsic motivation, aligning with Dörnyei's (2005) broader motivational theories. The socio-educational model also emphasizes the importance of affective factors, such as teacher encouragement, in motivating language learning (MacIntyre and Gardner, 1991). ...
Bu çalışmada araştırmacıların amacı, Türkiye'deki bir devlet okulunda öğrencilerin İngilizce konuşma istekliliğini tespit etmek ve bu istekliliğin öğretmenler tarafından nasıl etkilendiğini incelemektir. Araştırma, özellikle öğrenci-öğretmen etkileşimlerinin dil öğrenme süreçlerine olan etkisini ele almış ve öğretmenlerin sadece geleneksel eğitim rolünde kalmayıp, aynı zamanda öğrenme danışmanı olarak da hareket ettiklerini vurgulamıştır. Çalışmada karma yöntem araştırma modeli kullanılmıştır. Van ilindeki bir devlet lisesinden kolay örnekleme yoluyla seçilen 40 lise öğrencisi katılımcı olarak belirlenmiştir. Veri toplama araçları olarak İletişim İstekliliği Ölçeği (İİÖ), Bu Sınıfta Neler Oluyor (BSNO) Anketi ve yarı yapılandırılmış sorular kullanılmıştır. Nicel veri analizinde, değişkenlerin normal dağılım testi, t-testi, ANOVA, Pearson Korelasyon Analizi, Basit ve Çoklu Doğrusal Regresyon Analizleri gibi yöntemler kullanılmıştır. Analiz sonucunda, sınıf atmosferi, öğretmen desteği ve öğrenci kaynaşması ile İngilizce konuşma isteği arasında pozitif ilişkiler bulunmuştur. Nitel analizler ise, motivasyon, olumlu geri bildirim, bireysel ilgi, öğretmen teşviki, etkileşimli sınıf etkinlikleri ve günlük İngilizce kullanımının, öğrencilerin konuşma isteğini artıran başlıca faktörler olduğunu ortaya koymuştur. Sonuçlar, öğrencilerin dil öğrenme deneyimlerinin geliştirilmesi için olumlu bir sınıf ortamı, etkileşimli öğretim yöntemleri ve destekleyici öğretmen iletişiminin önemini ortaya koymaktadır.
... The findings showed that students' motivation levels were already above average and relatively high. Motivation in an FL context serves as the originary stimulus to begin learning and, subsequently, the main source of energy throughout the drawn-out and frequently difficult learning process; in other words, motivation is a prerequisite for all other components (Dörnyei, 2014). It is related to other psychological individual differences, as well. ...
... Bulgular, öğrencilerin motivasyon düzeylerinin ortalamanın üzerinde ve nispeten yüksek olduğunu göstermiştir. YD bağlamında motivasyon, öğrenmeye başlamak için orijinal uyarıcı görevi görür ve daha sonra, uzun ve sıklıkla zor öğrenme süreci boyunca ana enerji kaynağıdır; başka bir deyişle, motivasyon diğer tüm bileşenler için bir ön koşuldur (Dörnyei, 2014). Diğer psikolojik bireysel farklılıklarla da ilişkilidir. ...
Artificial intelligence has been transforming every field of life. It's critical to comprehend how artificial intelligence affects foreign language learning. Artificial intelligence can improve real-time feedback and individualized learning experiences, which may boost student motivation. The study assesses students' artificial intelligence literacy and English language learning motivation levels. Data were gathered through in-person surveys from 397 participants using the Artificial Intelligence Literacy and the English Language Learning Motivation Scales. The findings showed that English language learning motivation (65.02) and literacy in artificial intelligence (61.95) were above average. There were statistically significant positive correlations between total scores of English language learning motivation and artificial intelligence literacy (p < 0.01). These results imply that a greater motivation to learn English is related to a better level of artificial intelligence literacy. Also, incorporating artificial intelligence into language instruction can improve students' motivation and engagement. More research to examine other variables impacting this relationship is also needed. The results may offer insightful information to educators and legislators who seek to enhance artificial intelligence literacy and foreign language instruction in a quickly changing educational environment.
... Self-regulation involves a learner's ability to manage their learning process by setting goals, monitoring and evaluating progress, and reflecting on outcomes (e.g., Schunk & Greene, 2017;Zimmerman, 1986Zimmerman, , 2016. The concept of self-regulation originated from the socio-cognitive perspective in the field of educational psychology (Zimmerman, 1986) and was later introduced into L2 research by Dörnyei and his associates (Dörnyei, 2005;Tseng et al., 2006). While self-regulation in L2 research emerged partly in response to critiques of L2 learning strategy research (see Takeuchi, 2019 for a detailed review), it has since been recognised as a crucial component of successful L2 learning (Rose, 2012;Rose et al., 2018;Teng & Zhang, 2016;Tseng et al., 2006Tseng et al., , 2017Tseng & Schmitt, 2008). ...
... The result of this study indicates that self-regulation is the primary predictor of L2 proficiency, surpassing the contributions of resilience. Previous research has consistently demonstrated that self-regulation is essential for L2 acquisition, as it enables learners to manage their learning processes, set specific objectives and evaluate their progress (Arias et al., 2014;Dörnyei, 2005;Nota et al., 2004;Oxford, 2017;Schunck & Greene, 2018;Tseng et al., 2017). The correlation coefficient of 0.44 between resilience and self-regulation in the reciprocal model corresponds with the findings of Sabrillah et al. (2021) and Artuch-Garde et al. (2017), who assert that resilience and self-regulation are intricately connected, as resilient individuals typically have enhanced self-regulatory capacities. ...
The present study investigates the impact of resilience and self-regulation on English proficiency among second language (L2) learners. Drawing on psychological theories and educational frameworks, it explores the reciprocal relationship between resilience – the ability to adapt to challenges – and self-regulation, the capacity to manage one’s cognitive and emotional resources for autonomous learning. A cohort of 197 Japanese university students participated in this study. We employed structural equation modelling (SEM) to analyse the mediating role of self-regulation in the relationship between resilience and English proficiency. Results indicate that self-regulation serves as the primary determinant of L2 proficiency. That means learners who exhibit strong self-regulation skills demonstrate substantially higher English proficiency. Resilience had mediating effects on self-regulation and proficiency. The findings underscore the importance of fostering both resilience and self-regulation in L2 learning, suggesting that targeted interventions to improve these psychological constructs can enhance L2 proficiency development. This study contributes to a growing body of research on resilience and self-regulation that shapes L2 acquisition and offers practical implications for L2 educators.
... Learner diversity is a common aspect of many if not all classrooms, irrespective of subject, level or nature of study because learners are human beings with their own unique identities (Dornyei, 2009, p.230). Learner diversity, "learner factors" (Stern, 1983) or "individual differences" (Dornyei, 2005;Macintyre et al. in Hall, 2016) offer a "key reason why many second language learners fail-while some learners do better with less effort" (Dornyei, 2005). Therein lies the need for the teacher to reflect on learners within their context (Dornyei, 2009), to understand their complex individual differences and respond with appropriate contextual and pedagogic realization (Jolly and Bolitho, 2011, p. 108). ...
... Learner diversity is a common aspect of many if not all classrooms, irrespective of subject, level or nature of study because learners are human beings with their own unique identities (Dornyei, 2009, p.230). Learner diversity, "learner factors" (Stern, 1983) or "individual differences" (Dornyei, 2005;Macintyre et al. in Hall, 2016) offer a "key reason why many second language learners fail-while some learners do better with less effort" (Dornyei, 2005). Therein lies the need for the teacher to reflect on learners within their context (Dornyei, 2009), to understand their complex individual differences and respond with appropriate contextual and pedagogic realization (Jolly and Bolitho, 2011, p. 108). ...
This chapter, "Preparing Teachers for the Next Generation," focuses on the mul-tifaceted process of teacher preparation, emphasizing the need for comprehensive professional development that equips teachers with the knowledge, skills, attitudes, behaviors and competencies required for 21st-century education. The chapter begins by exploring the foundational elements of the teaching-learning process. It highlights the importance of teacher training in enhancing not only subject matter expertise but also pedagogical skills, emotional intelligence and adaptability. It offers practical recommendations for professional development programs that support teachers in their continuous growth and adaptation. This chapter provides insights and strategies for preparing educators to meet the challenges and opportunities of the next generation.
... A etimologia da palavra motivação tem em seu significado o sentido de movimento, uma vez que é derivada do verbo movere, em latim (mover-se, em português). Com isso, é possível afirmar que a motivação é um aspecto flutuante Ryan, 2015;Ushioda, 2011;Dörnyei, 2005;2011;Williams;Burden, 1997), ou seja, sofre constantes variações, fazendo com que uma pessoa se sinta mais motivada em alguns momentos e menos motivada em outros. ...
... A motivação é um construto flutuante, que sofre interferência de elementos contextuais (Dörnyei, 2005;2011;Ushioda, 2011;Ryan, 2015;Kimura, 2003;Williams;Burden, 1997). Com base nisso, é importante verificar o que gera alterações no nível motivacional de um indivíduo. ...
A pandemia de COVID-19 gerou diversas mudanças na sociedade, principalmente no que se refere ao cenário educacional. Com base nisso, este estudo objetivou caracterizar a motivação de professores para ensinar inglês com tecnologias digitais em contexto de ensino remoto. Para isso, focamos, primeiramente, na identificação dessas tecnologias, e, em seguida, na relação delas com a motivação docente no ensino da língua inglesa. Esta investigação, caracterizada como qualitativa, exploratória e descritiva, visa proporcionar maior familiaridade com um determinado problema a ser investigado, no caso deste estudo, a motivação docente no uso de tecnologias no contexto da pandemia (Larsen-Freeman; Long, 1991). Buscamos coletar dados com base em um questionário semiaberto on-line, analisado de acordo com os parâmetros de pesquisa qualitativa (Holliday, 2007; Minayo, 2009; Patton, 2002; Richards, 2003). No total, o estudo contou com a participação de 13 professores atuantes desde a educação infantil até a superior em contextos educacionais diversos, tais como instituições públicas, instituições privadas, escolas de idiomas, projeto de extensão universitária, e aulas particulares. No que tange à motivação desses professores no uso de tecnologias digitais, os resultados indicaram que, em primeiro lugar, houve a utilização dessas tecnologias para videoconferência em aula síncrona e, em segundo lugar, para garantir maior interatividade às aulas. Nesse sentido, quanto à motivação, podemos afirmar que os professores foram caracterizados como motivados para o uso de tais recursos tecnológicos. No entanto, foi possível verificar que, além da formação técnica, há uma necessidade de formação crítica tanto dos professores quanto dos alunos para que o ensino e aprendizagem de inglês ocorra de modo ainda mais significativo.
... Улаанбаатар хотын дунд сургуулийн сурагчдын хятад болон англи хэл сурахтай холбоотой сэдлийн хэмжүүрүүдийг Золтан Дөрнэй (Dörnyei, 2005)гийн «Хоёр дахь хэл сурах сэдэл-систем» (L2MSS)-ийн аргаар шинжилснийг энэхүү илтгэлд өгүүлнэ. Уг судалгаа нь "суралцах туршлага" болон "суралцах алсын хараа" гэсэн үндсэн асуудлуудад төвлөрч L2MSS асуулгыг ашиглан Аялах хүсэл, Бусдын соёлд ижилсэхээс болгоомжлох, Сургалтын хөтөлбөр, Гадаад соёлд хандах хандлага, Гадаад хэл сурах хандлага гэсэн таван гол хэмжээсээр хариулт цуглуулсан. ...
... The L2MSS framework by Dörnyei (2005) categorizes motivation into three components: the Ideal L2 Self (one's vision of themselves as proficient in the language), the Ought-to L2 Self (expectations from others), and Learning Experiences (actual experiences in learning). This study emphasizes Learning Experiences and Learning Visions to explore how these aspects interact to shape motivation in English and Chinese learning. ...
This paper explores the motivational dimensions behind Chinese and English language learning among secondary school learners in Ulaanbaatar, Mongolia, using Zoltán Dörnyei’s L2 Motivational Self-System (L2MSS) （Dörnyei, 2005). Focusing on “learning experiences” and “learning visions”, the study utilizes a modified L2MSS questionnaire to collect responses across five key dimensions: Travel Orientation (TRO), Fear of Assimilation (FOA), Curriculum (CU), International Posture (IPO), and Attitudes Toward Learning Foreign Language (ATLFL). The results indicate that Chinese learners exhibit varied motivations influenced by curriculum, cultural context, and career aspirations, whereas English learners show heightened motivation driven by global engagement. This study provides recommendations to further strengthen motivational engagement in foreign language learning.
... Additionally, intrinsic motivation improves the individual's well-being (Ryan & Deci, 2017). In the field of Second Language Acquisition (SLA), Dörnyei (2005) developed a tripartite theory of the L2 Motivational Self System (L2MSSS). First, there is the L2 Learning Experience, which includes the actual experience of being engaged in the learning. ...
... Student 16 mentioned, "I respect exchange students who are bilingual, and I hope someday that I can use English as fluently as them." This highlights Dörnyei's (2005) Ideal L2 Self and appeared in several responses by the students as they indicated a desire or the aspiration to interact with people in English in the future. In this sense, they are developing an imaginary image of their future self, and this has been shown to be a strong motivator for learning (Kim & Kim, 2014). ...
This small-scale study investigates the experiences of students engaging with a Self-Access Learning Center (SALC) at a Japanese university. The study focuses on students’ interviews with international exchange students in the SALC and subsequent reflections on these experiences as part of an English course assignment. Thematic analysis of the reflections reveals four main themes: curiosity to broaden one’s mind, overcoming anxiety and low self-efficacy, positive affect from connecting with others in English, and motivation and perseverance to learn English. The findings highlight the complex interplay of emotions, motivation, and language-learning experiences in the reflections. Despite initial challenges and some negative emotions, many students reported positive outcomes, including increased interest in foreign cultures, improved language confidence, and enhanced motivation to continue learning English. The study underscores the importance of SALCs in facilitating meaningful language learning experiences outside the traditional classroom.
... In this regard, Bandura (1991) stated that self-regulated learners could motivate themselves and control their actions. However, the related literature acknowledges the need to conduct research on the effectiveness of selfregulated strategies in increasing and sustaining students' motivation (Dörnyei, 2005;Kormos & Csizér, 2014). To this end, a number of researchers provided empirical evidence for the positive relationship between self-regulation and motivation (e.g., Wilby, 2020;Wolters, 1999;Zimmerman & Schunk, 2008). ...
... Taken together, the present study adopts the theoretical framework developed by Dörnyei (2005) who proposes that the basic hypothesis underpinning motivational self-regulation is the one based on which those students who could sustain their motivation are more successful than those who are not able to do so. This study hypothesizes that the components of MSRSs could predict involvement in writing for English-major students within the context of Iran. ...
... In addition to emotions, a growth mindset has also been found to relate positively to the ideal self, which is an important motivator in language learning (Dörnyei 2005). The ideal self represents the gap between learners' current abilities and their desired proficient self, embodying their aspirations and goals for language acquisition (Dörnyei 2005(Dörnyei , 2009). ...
... In addition to emotions, a growth mindset has also been found to relate positively to the ideal self, which is an important motivator in language learning (Dörnyei 2005). The ideal self represents the gap between learners' current abilities and their desired proficient self, embodying their aspirations and goals for language acquisition (Dörnyei 2005(Dörnyei , 2009). Although only a few studies have explicitly examined the link between a growth mindset and the ideal self within the language learning context, recent research has provided support for this connection. ...
Mindset plays a crucial role in the learning process and outcomes. However, its impact on language learning remains underexplored. This study, grounded in the mindset theory, investigates the mindset profiles of language learners and their effects on language learning, with a focus on emotions (enjoyment), motivation (ideal self), personality traits (i.e., grit), and achievement. Data were collected via a composite questionnaire from 660 Chinese high school English as foreign language learners. Latent profile analysis identified three language mindset profiles: growth, mixed, and fixed. The majority of students were categorized under the mixed mindset profile. Students in the growth mindset profile showed the highest levels of enjoyment and ideal self, followed by those in the mixed and fixed mindset profiles. Additionally, those in the growth mindset profile demonstrated higher grit (perseverance of effort and consistency of interest) and achievement (self‐perceived and actual) compared to the mixed and fixed profiles, with no significant differences between the latter two groups. These findings highlight the importance of fostering a growth mindset in language learners and provide pedagogical implications for enhancing language learning and outcomes.
... As students go through a range of emotions during the course of their studies, they must actively handle and convey positive feelings like enthusiasm and positive attitudes [38] while also actively controlling negative emotions [10]. Echoing this perspective, research has affirmed that positive emotions such as motivation, excitement, and satisfaction are central to effective language learning/acquisition [39]. On the other hand, adverse feelings such as nervousness or stress negatively affect their psychological wellness and students learning [40]. ...
Background
Students’ psychological wellness is one of the key elements that improve their well-being and shape their academic progress in the realm of language learning. Among various strategies, physical exercise emerges as an effective approach, allowing learners to manage their emotions considerably.
Methods
Employing a quasi-experimental research design, this study examines the impact of a three-month physical running exercise intervention on emotional regulation behaviors among L1 (Arabic language) and L2 (English as a foreign language learning) students. Data was collected at three (pre-test, mid-test, and post-test) intervals, focusing cognitive reappraisal (CR) and expressive suppression (ES) the key constructs of emotional regulation.
Findings
The results showed that the emotional regulation abilities of both groups were considerably impacted by the physical running exertion and differed significantly, with students’ CR skills significantly improving and their ES decreasing over time. However, no significant interaction effect between time and (L1 and L2) groups’ CR was observed, suggesting that physical exercise universally benefits cognitive reappraisal regardless of the language learning context. Conversely, a significant interaction effect was observed in students’ ES, with L2 students experiencing more reduction compared to their L1 counterparts, highlighting the unique emotional challenges faced by L2 learners and the effectiveness of physical activity in mitigating these challenges.
Conclusion
The results highlight the importance of physical exercise in enhancing emotional regulation abilities among students, particularly in a second language learning context. Given this, regular physical activity programs should be incorporated into educational curricula to support students’ emotional well-being and academic success. It further offers insightful recommendations for teachers, students, administrators, and policymakers to optimize physical exercise integration in higher education.
... This type of strategy assists the learners to overcome limitations in speaking and writing. As noted by Dornyei (2005), these strategies can include the use of circumlocution, the substitution of words, and the use of nonverbal communication to convey meaning. ...
Despite the significance of pronunciation in second language acquisition, there has been limited research on strategies for pronunciation learning among Persian language learners with various gender, age and educational levels. This study aims to fill the gap in the literature among 119 learners, hailing from diverse national backgrounds. To gather data, a questionnaire encompassing six distinct strategy groups and 43 techniques was utilized. The analysis of the data revealed no significant difference between males and females in the use of memory, metacognitive, affective, and social strategies. While, the use of cognitive and compensation strategies in pronunciation learning was found to significantly differ between male and female language learners. There were no significant differences in the use of memory, cognitive, metacognitive, and affective strategies between individuals below and above 20 years of age. However, individuals above 20 years of age utilized compensation and social strategies more frequently than those below 20 years of age. The findings of this study found no significant difference in the average scores of the six pronunciation learning strategy components between undergraduate and graduate students. These results can assist educators and textbook authors in developing language learning curricula that take into consideration the impact of age and gender differences, thereby enhancing the overall effectiveness of language instruction.
... In essence, the diagnosis and making a speech about differences in learners regarding personality can facilitate the development of language learning approaches that are optimized for the individual learner. To examine and read wide-ranging overviews of enquiry pertaining to aptitude, motivation, cognitive style, personality, and learning strategies, one can read some important works written by scholars such as Dörnyei (2005Dörnyei ( , 2006, Dörnyei and Ryan (2015) and Granena and Long (2013). ...
When it comes to learning a second language, no matter what age, almost every publication talks about individual differences that lead the learners to success. It is possible to say that the age factor is the most significant of these. Various elements occur as a result of individual differences: The rate of acquisition, ultimate achievement and the processes involved in language acquisition are important ones affected by differences among learners, particularly their age. The present work deals mainly with the age issue in second language acquisition, along with other factors related to individual differences, which are often treated in psychological positions. The data were obtained from a literature search. Looking at the written literature in the field, it has been found that the onset of second language acquisition and the final accomplishment are also the two titles that scholars have studied very much. The question of whether a critical period addressed language acquisition exists is a controversial one in the scientific world. However, even though there are no well-delineated age restrictions ready for attaining native or native-like proficiency in a second language, the period (age) at which one starts has been shown to correlate with ultimate proficiency.
... It can be concluded that if teachers have internal locus of control, they can contribute to reducing affective filters and promoting positive attitudes towards language learning. Previous research supports the role of teacher-student relationships in influencing affective filters in learning environments (Dörnyei, 2005;MacIntyre & Gardner, 1991). ...
Teachers' perceptions of control over student performance and learning outcomes play a crucial role in educational settings as these perceptions shape teachers' decision-making processes and overall practices. Teacher locus of control, therefore, has long been a focus of research. However, there are relatively limited qualitative investigations into the concept, leaving a gap in the existing literature. This qualitative study was conducted to gain deeper insights into how EFL teachers would perceive their personal control over language learning outcomes and the factors that shape their locus of control orientations. The study involved 22 EFL teachers from preparatory schools in 16 universities in Türkiye. Data collection was done through written interviews, and the collected responses were analyzed using qualitative analysis techniques. The findings revealed that EFL teachers perceive a significant degree of personal control over the learning environment, motivation, and learner attributes. The study also identified several institutional and systematic factors, as well as teacher and student-related factors, that influence teachers' locus of control orientations. These findings confirmed the importance of understanding and supporting EFL teachers' locus of control orientations and held implications for teacher training, professional development, and educational policies to empower their sense of control and responsibility over language learning outcomes.
... Using such a standardized measure ensures consistency and comparability across participants, making it a robust indicator of language proficiency and experience. Moreover, English is commonly taught in various contexts worldwide, making it a practical choice for gauging language learning experience (Dörnyei, 2005). ...
The study explores incidental and intentional vocabulary learning in first exposure setting among high-proficiency (HP) and low-proficiency (LP) English-as-a-Foreign-Language learners (EFLLs) learning vocabulary in a novel language. The study involved 72 university EFLLs − 37 with HP and 35 with LP in English. Participants’ incidental and intentional vocabulary learning was assessed through their performance on a translation recognition task following a letter search task. To determine the impact of incidental vocabulary learning on intentional vocabulary learning, participants’ performance on words included in the letter search task was compared with their performance on the translation recognition task of new words. Results indicate that while both groups exceeded chance level in incidental vocabulary learning, the HP EFLL group demonstrated better incidental and intentional vocabulary learning abilities compared with the LP group. LP EFLLs exhibit a flatter learning curve and improve only from the first to the fourth block while HP EFLLs significantly improve across all four blocks. Finally, both groups exhibited an incidental learning effect, but this effect seemed to be eroding in the HP EFLL group. These results extend previous findings by indicating that the incidental learning effect is not similar across all proficiency levels.
... The L2 motivation field has seen several conceptual revamps, starting from the pioneering work of Gardner and Lambert back in 1972. Initially, researchers mainly focused on investigating motivation either as stable personal qualities or individual discrete motives, with little attempt to appreciate the dynamic and complex phenomena of motivation at play (Dörnyei 2005;Teng & Bui 2018;Ushioda, 2013). In modern academic discussions, there has been a significant shift to a position that is more moderated and recognizes a complicated interaction between cognitive, emotional, and social elements. ...
This research holds substantial scholarly importance in understanding the intricate interplay between EFL learners' motivation and emotion. Utilizing a complex dynamic systems framework, this research systematically investigates the fluctuation patterns and factors that influence variations in motivation and emotion within the tertiary educational context. By using Retrodictive Qualitative Modelling (Dörnyei, 2014), this study identified eight distinct EFL learner archetypes. The data collected through as motigraphs, semi-structured interviews, reflective journals, and follow-up interviews demonstrated a diverse range of motivational dynamics seen in EFL learners, including those who are highly motivated by specific goals (referred to as Directed Motivational Currents or DMC), persons who display features associated with DMC, and individuals with different levels of motivation devoid of a DMC. The analysis of qualitative data revealed distinct and context-specific patterns of motivation and emotion within participants' motivational systems, yet these patterns were influenced by a detectable set of parameters. The implications of this study have relevance in both theoretical and instructional settings, suggesting the need for more empirical studies in this field. This detailed comprehension adds to the greater academic discussion on motivation and emotion in EFL acquisition, providing insight into the dynamic nature of learners' motivational experiences.
... Enthusiasm can make a speaker more engaging and relatable, which helps in capturing the audience's attention. Curiosity about the topic can drive deeper research and preparation, leading to more informed and compelling presentations (Dörnyei, 2005). Managing these emotional states effectively is crucial for improving communication skills. ...
This research uses a descriptive qualitative approach involving three participants who are alumni of Universitas Muhammadiyah Kendari, who have completed an international credit transfer (ICT) program at Nueva Ecija University of Science and Technology (NEUST), Philippines, from August to December 2023. This research helps how to improve students' experiential skills in public speaking preparation and satisfaction. Findings show that public speaking helps to overcome fear, increase confidence, and deliver effective speeches. Effective preparation, including message formulation, material organization, presentation techniques, and audience consideration, plays an important role in reducing anxiety and improving speech quality. Ultimately, regular public speaking practice proves instrumental in fostering psychological resilience and language proficiency among students.
... Learners' beliefs about language learning are crucial for shaping their preferred strategies and outcomes. Defined as learners' subjective and holistic perceptions of various aspects of language acquisition (Fishbein & Ajzen, 1975;Horwitz, 1988), language learning beliefs are recognized as a considerable individual difference factor alongside linguistic aptitude, learning strategies, and motivation in second language acquisition research (Dörnyei, 2005;Ellis, 2004). Foreign language learners develop unique beliefs influenced by their target language, personal characteristics, and learning environment (Kim, 2003). ...
This study investigated the relationship between changes in language learning beliefs and English proficiency among 41 Korean university students who participated in a short-term English program. Participants’ beliefs were assessed using the Beliefs About Language Learning Inventory (BALLI), and their proficiency was measured using the Test of English for International Communication (TOEIC). Frequency analysis, descriptive statistics, paired-sample t-tests, and correlation analysis were employed to analyze the data. The study found significant improvements in both listening and reading scores, and changes in beliefs varied with proficiency gains. Students with higher proficiency gains demonstrated improved confidence and self-efficacy, and decreased instrumental motivation, whereas those with lower gains exhibited minimal changes in beliefs. Correlation analysis revealed that belief shifts, such as reduced self-consciousness and increased integrative motivation, were positively related to proficiency gains. These findings suggest the dynamic nature of learners’ beliefs and their potential impact on language learning outcomes, highlighting the importance of addressing belief systems in English language education.
... Next, definitions of motivation and its development in research are discussed. The theoretical framework of motivation is based on Dörnyei's L2 motivational self-system [13,14]. Then the chapter moves on to the definition and components of self-efficacy, features of flow, and flow models. ...
Second language learning is a multifaceted and dynamic process involving numerous individual difference factors. These cognitive, conative, affective, and social factors influence, predict, or even sometimes determine the outcome of second language learning. This paper attempts to explore the role of emotion, motivation, self-efficacy, and flow in second language learning by reviewing Alberts book, including the research context, affective factors, an overview of second language learning tasks, three empirical studies, and pedagogical implications. The summary and review of the findings provide insights and suggestions for second language teaching.
... Building upon SDT, Dörnyei's (2005Dörnyei's ( , 2009) L2 motivational self-system theory introduces the concept of the "ideal L2 self," which represents an individual's vision of their future self as a proficient speaker of the target language. This theory suggests that learners are motivated to reduce the discrepancy between their current language proficiency and their idealized L2 self, serving as a powerful source of motivation in language learning (Dörnyei, 2009;Lamb, 2017). ...
This review explores the pivotal role of nurturing learner autonomy in enhancing motivation and academic achievement in English as a Second Language (ESL) contexts. It examines the multifaceted construct of learner autonomy, including self-regulation, metacognitive strategies, and self-directed learning. The review investigates how promoting learner autonomy can positively influence intrinsic motivation, self-efficacy, and persistence, which are essential for successful language learning. It scrutinizes instructional practices, learning environments, and pedagogical interventions that foster learner autonomy, such as learner-centered approaches, providing choices, and encouraging self-assessment and goal-setting. Furthermore, the review critically evaluates the impact of learner autonomy on academic achievement across diverse educational levels and cultural backgrounds, while exploring potential challenges and limitations. Ultimately, it offers practical implications for educators, curriculum designers, and policymakers, emphasizing the importance of empowering learners and cultivating an autonomous learning mindset to enhance motivation and academic achievement in ESL contexts.
... Many pupils became more motivated to learn the language when they realized how important it would be for their current and future requirements. Students' perception of the significance of English might be linked to the ideal L2 self (Dörnyei, 2014). The importance of having strong English language skills for their present and future demands was understood by the students. ...
Students’ motivation and engagement are two crucial variables in EFL teaching. One strategy to improve them is via altering teaching approaches. Theme-based instruction was deemed effective in boosting EFL students’ motivation and engagement. The reason for conducting this study was to assess how theme-based instruction affected the motivation and engagement of non-English major students in EFL teaching and learning activities. A mixed-method research approach was employed to uncover elements that boosted students’ motivation and engagement in learning English utilizing theme-based instruction. The respondents employed in this study were students of a history education study program from a state-owned university in South Sumatra, Indonesia. Interviews and questionnaires were utilized to collect data for this study. While data from interviews were evaluated thematically, data from questionnaires were analyzed using SPSS. The results of the questionnaire demonstrated higher mean scores for attitude toward the approach, affect, motivation, self-confidence, and sense of improvement before and after the students' EFL teaching and learning activities were intervened with a theme-based instructional approach. These statistics demonstrated positive impact of theme-based educational approach. Findings from interviews revealed three elements affecting students’ motivation and engagement in EFL teaching with the approach. These included teacher factors, peer and teacher impact, and sense of improvement in English learning. In summary, theme-based instruction increased non-majoring-in-English students' performance in EFL teaching and learning activities.
... El aprendizaje colaborativo implica que los estudiantes trabajen juntos en actividades y proyectos. Esta estrategia fomenta la interacción y el uso del inglés en un contexto social [13], promoviendo habilidades de comunicación y trabajo en equipo. ...
The study compares the effectiveness of the natural language method in immersive contexts with traditional methods of teaching English, using an experimental design with a control group and an experimental group. The results indicate that students in the immersive group improved significantly in listening, speaking, reading, and writing. In addition, student participation, motivation, and satisfaction were higher in the experimental group, suggesting that immersion and natural language practice create a more dynamic and effective environment for learning. These findings support integrating immersive methods into language teaching programs, highlighting their potential to improve academic performance and the overall learning experience.
... Furthermore, they assert that self-regulated learners engage in self-initiated actions to control factors such as their beliefs about their cognition and the tasks they face, their behaviors and actions, and their surrounding learning environments, and thus can regulate their internal and external learning resources to ensure good learning outcomes (Teng, 2023a). Dörnyei (2005) is often credited with introducing SR in SLA research. He highlighted the advantages of the SR framework including a focus on the process rather than the product of successful learning, and also its broad perspective towards other cognitive and behavioral processes involved in the learning process. ...
Metacognition and self-regulation play crucial roles in second language acquisition, but their roles in multilingual (L3+) contexts remain underexplored. This scoping review sought to examine how metacognition and self-regulation manifest in learning third or additional languages, particularly regarding how multilingualism was accounted for in the empirical research surrounding these constructs. Three inclusion criteria were: L3+ participants, variables related to metacognition and/or self-regulation, and empirical/experimental design. Studies on test or technology validations, or nonlanguage domains were omitted. A comprehensive search across three databases yielded 52 studies, which were analyzed to assess their exploration of multilingualism's impact on metacognitive and self-regulatory processes. Findings revealed that while these cognitive strategies are crucial for navigating complex linguistic environments, studies often conflated bilinguals with multilinguals, limiting insights into how varied linguistic repertoires influence metacognition and self-regulation. Future research must better differentiate between these groups and investigate how managing multiple languages fosters unique self-regulatory action in multilingual learners.
... However, it is assumed that the successful performance of the reading process might be obstructed by various factors, including readers' psychological states and reading strategies. One of the emotional states suffered by readers is anxiety, which is believed to possibly facilitate or deliberate reading performance (Krashen, 1982;Dörnyei, 2005) while reading strategies function as a bridge linking reading to successful reading performance that is measured through scores, GPA, or language tests (Teimouri et al., 2019). Whether there is a relationship between these variables (reading anxiety, reading strategies, and reading performance) is of concern, leading to delving deeply into the existing literature for further information. ...
The impact of reading anxiety on reading performance and the mediating role of reading strategies in the anxiety-performance relationship has not been extensively evaluated, particularly in Vietnamese contexts. This paucity has called for the current quantitative research. A questionnaire survey, including three main scales (reading anxiety, reading strategies, and reading performance), was conducted by 387 English as a foreign language (EFL) students in Information Technology. A Partial least squares-structural equation modelling (PLS-SEM) method was applied to data analysis. Results showed that anxiety about linguistic text issues (LTI) impacted both support reading strategies (SUP) and reading performance, while reading topic anxiety affected only reading performance but not SUP. Further, linguistic text issues impacted reading performance through SUP, while SUP did not mediate the relationship between reading topic anxiety and reading performance. Implications and suggestions for future research were also discussed.
... Many factors can influence EFL learners' decisions to enrol in English departments, including their motivations, perceived difficulties, institutional support, attitudes towards writing, etc. According to Dörnyei (2005), EFL learners have complementary motivations (willingness to participate in the target language) or instrumental motivation (task ABSTRACT The aim of this study is to investigate the motivation of the Iraqi EFL students, the factors that discourage their pursuing of the language studies and the available options that the Iraqi students consider in learning the language. A questionnaire was conducted to 124 EFL students enrolled in the Department of English at the College of Education/University of Kufa. ...
The aim of this study is to investigate the motivation of the Iraqi EFL students, the factors that discourage their pursuing of the language studies and the available options that the Iraqi students consider in learning the language. A questionnaire was conducted to 124 EFL students enrolled in the Department of English at the College of Education/University of Kufa. The results revealed students are strongly dependent on extrinsic motivation that comes from the pre-university level educational experience. The most important extrinsic motivation that propels the students to study English is improving the job opportunities in the market along with improving the academic options in the post graduate level. The result also shows that intrinsic motivation such as the student' interest in the English culture and literature have less effect on their learning motivation. Additionally, the study designates some challenges that impede the learning process, including limited exposure to English outside the classroom, issues within the educational system and socioeconomic factors that hinder students' learning. Furthermore, the research highlights the importance of teacher-student dynamics. In terms of learning preferences, the students are interested in interactive and multimedia resources in addition to traditional classroom experience. The paper offers some recommendations for enhancing student's motivation and engagement through targeted interventions, such as incorporating practical applications, extracurricular activities, and access to digital resources. These findings contribute to the understanding of EFL education in Iraq and offer insights for teachers and policymakers aiming to improve English language learning outcomes in the region.
... Notably, research on L2 affectivity or motivation has posited that learner motives exert phenomenal effects on learners' intentions, actions, reactions, and, most importantly, cognitive, attentional processes guiding the behavior (e.g., Gardner, 2010). With the advent of PP, and along with a focus on life vision or selfconcept in (educational) psychology and, in turn, in L2 theory (e.g., Dörnyei, 2005), research on learner motives and their emotional thrust for intentions or (re)actions have gained new momentum. Research has shown that learners' subjective well-being, or "what happiness is," fundamentally impacts their development or motivation and can direct their (re) actions or strategies in certain ways (Lopez et al., 2002;P. ...
Positive psychology (PP) is currently employing its modern research toolkit to examine how individual differences of hedonic (i.e. pursuing pleasure, fun, and painlessness) versus eudaimonic (i.e. pursuing meaning, self-worth, and growth) well-being motives play out against emotional and learning challenges or outcomes in life. Similarly oriented, this study explored possible associations between these distinct positive motivations and second/foreign language (L2) learners’ intentional and emotional states of mindfulness and resilience, respectively, in their pursuit of learning goals in an English-as-a-Foreign-Language (EFL) context. A cohort of 326 Iranian EFL learners rated themselves on four related well-being, mindfulness, and resilience questionnaires. The correlational results demonstrated significant positive relationships among L2 learners’ eudaimonic motives, resilience, and mindfulness. Similarly, hierarchical regression results revealed that eudaimonic motives significantly predicted the learners’ mindfulness and resilience. Further, complementary regression models indicated that the interrelationship among these psychological states was more linear-additive rather than interactive. It is then suggested that fostering L2 learners’ eudaimonic well-being orientation can potentially boost their emotion and attention regulation, albeit reciprocally. The findings supported interventions employing eudaimonic (or “scholastic”) well-being motives in L2 education.
... Mit dem Aufkommen des kommunikativen Ansatzes im Sprachunterricht liegt der Fokus der Forschung überwiegend auf den Lernenden (Riordan 2018: 113). Große Aufmerksamkeit wird beispielsweise auf die Lernerautonomie (Carson 2010), auf lernerorientierte Programme (Holec 1980) und auf die Motivation der Lernenden (Dörnyei 2005) gelenkt. Diese Tendenz hat im Laufe der letzten Jahrzehnte die Rolle der Sprachlehrer*innen einigermaßen vernachlässigt, wobei einige Aspekte, wie die möglichen Unterschiede zwischen MS und NMS, bis in die 1990er noch gar nicht beachtet wurden. ...
Deutsch als Fremdsprache wird in fast allen Ländern der Welt unterrichtet. Die Datenerhebung «Deutsch als Fremdsprache weltweit» spricht von 15,45 Millionen Deutschlerner*innen zum Zeitpunkt der Erhebung (Auswärtiges Amt, 2020: 3). Im Vergleich zum Englischen spielt das Deutsche im weltweiten Fremdsprachenunterricht natürlich eine weitaus weniger prominente Rolle, da Englisch in vielen Ländern, wenn nicht als erste Fremdsprache, dann doch meist als zweite oder dritte Fremdsprache in der Schule eingeführt wird. Deshalb ist es auch nicht verwunderlich, dass seit den 90er Jahren in der englischsprachigen Forschung zum Fremdsprachenunterricht (FSU) die Unterscheidung zwischen «Nonnative English Speaker Teachers» (NNEST) und «Native English Speaker Teachers» (NEST) (u.a. Medyges 1992; 1994; 2001) gemacht wird, da nach Schätzungen (Braine 2010: Vorwort) für das Englische weltweit ca. 80% aller Lehrer*innen zu den NNEST gezählt werden. 1 Diese hohe Zahl sollte nicht überraschen, da es aufgrund der weltweiten Stellung des Englischen eben einen hohen Bedarf an Lehrkräften gibt. Oft wird sogar von einer «Dichotomie» gesprochen (Benke & Medgyes 2005: 195). So wird beispielsweise für das Englische angegeben, dass die NNEST im Unterricht auf andere Kriterien (accuracy, formal features of English, nuts and bolts of grammar, the printed word, formal registers, Medgyes 2001: 434) Wert legen als die NEST (fluency, meaning, language in use, oral skills, colloquial registers, ebd.). Die unterschiedlichen Qualitäten und Eigenschaften der Zugehörigen beider Gruppen sind im englischsprachigen Raum hinreichend erforscht worden (u.a.
This study explores the motivation of adult second language learners of English. It reports on a three month study of forty participants who are at intermediate and upper intermediate levels in second language learning. It was conducted in International Study Centre at a UK University in the classroom environment. Mixed methods of research: quantitative and qualitative approaches were used in order to triangulate data. Multiple techniques were also used to collect data: questionnaires, semi-structured interviews, and observation. There were three main aims: (1) to highlight types of motivation that influence second language learners, (2) to explore how a teacher might enhance students’ motivation, and (3) to analyse the impact of motivation on second language students. The findings are organised into four themes: reasons for learning English; teaching and learning in the classroom; assessment and feedback, and, finally, socio-cultural context. The results show that a significant percentage 55% out of 40 students indicated that they learn English for communication purposes and because they are interested in English culture. Approximately 25% of participants study English to get a job, or to pass exam. A small number of respondents mentioned that they study English because English is a global language while over 7% of students have more than one reason for learning English. Further, evidence suggests teachers can motivate their students by putting them in pairs or small groups, raising discussion activity. By acting as a monitor, giving rewards and constructive feedback, and teachers can reward and concentrate on the socio-cultural context. The results of this study are offering teachers and syllabus designers a more optimistic way of dealing with students who appear to be lack of motivation.
Résumé
Notre contribution s'est déployée à travers une approche analytique-descriptive fondée principalement sur l'observation directe en classe et une méthode d'apprentissage par projet. De ce fait, nous avons exploré divers aspects, du cadre théorique au cadre pratique. Le premier axe a examiné la didactique de la production écrite, son importance dans le FLE et les directives officielles. Nous avons également sondé les représentations des élèves concernant la production écrite, en tenant compte du contexte d'une expérience où ils ont rédigé un conte pastichant Candide ou l'Optimisme de Voltaire. Ainsi, les modalités de travail et le déroulement de l'expérience ont été soigneusement détaillés.
Dans le cadre pratique, nous avons mis en œuvre notre expérience. Pour ce faire, l'analyse des résultats a englobé l'évaluation des premières esquisses et les avis des élèves-évaluateurs sur les productions écrites. Ensuite, nous nous sommes penchés sur les éléments difficiles à saisir, les suggestions d'amélioration de style et d'idées, ainsi que sur l'identification des erreurs linguistiques. En poursuivant cette démarche, nous avons esquissé le schéma narratif du conte rédigé après affinement, examiné même l'onomastique et les thèmes choisi à ce propos.
Enfin, nous avons fait découvrir les intérêts et les bénéfices didactiques de cette expérience. En fusionnant l'observation directe en classe avec l'apprentissage par projet, notre recherche introduit des aperçus significatifs sur l'acquisition de la compétence de production écrite en FLE.
Mots-clés : apprentissage par projet, compétence de production de l’écrit, enseignement du FLE, pastiche, production
écrite
The current study examined the relationship among EFL motivation and multiple variables that purportedly influence it during an online study period. Considerable research attention on motivation has been conducted in face-to-face classroom settings, but less has been done for online contexts. To address this gap, 87 Chinese undergraduate university students completed an online questionnaire measuring 12 variables-L2 motivation, Ideal L2 self, Ought-to L2 self, Promotional instrumentality, Preventative instrumentality, Integrativeness, Attitudes toward learning English, Attitudes toward the L2 community, Attitudes toward online learning, Travel orientation, Ethnocentrism, and Fear of assimilation. The results indicated that participants were moderately motivated to study. Overall, motivation overall was moderately correlated with Integrativeness and Attitudes toward learning English and weakly correlated with Promotional instrumentality, Ideal L2 self, and Attitudes toward the L2 community. For more motivated learners, the results mirrored the overall sample. For less motivated learners, only the Ought-to L2 self moderately correlated with motivation overall, Ethnocentrism, and Fear of assimilation. These findings suggest that more motivated learners are influenced by an ideal image of themselves integrating within the target-language community and studying for instrumental purposes. However, less motivated learners study out of a sense of responsibility to do so.
Language proficiency, particularly in English, is pivotal for students in Indonesia, yet many encounter Foreign Language Speaking Anxiety (FLSA) when required to speak English. This study examines FLSA among tenth-grade students, identifying varying anxiety levels. Most students fell into the moderate anxiety category, indicating that a significant portion experiences a moderate level of anxiety when speaking in a foreign language. A smaller but notable group of students reported high levels of anxiety, suggesting they face significant challenges due to their high anxiety levels. Internal factors contributing to anxiety include low proficiency, lack of practice, and fear of errors, while external factors encompass negative evaluations and social scrutiny. Additional factors identified include anxiety from recording and past negative experiences. Insights from Horwitz, MacIntyre, and Gardner's anxiety frameworks guide the study, emphasizing the complex interplay of cognitive, affective, and environmental factors. Data from questionnaires and interviews underscore the pervasive nature of speaking anxiety and highlight the need for supportive learning environments to alleviate anxiety and enhance language learning outcomes.
Abstrac This study addressed the validation of the Grasha: Teaching Styles Inventory Version 3.0 to assess teaching styles among secondary school teachers in the Educational Management Unit No. 02 La Esperanza. The background underscores the importance of validating these styles, supported by previous research emphasizing the effectiveness of learner-centered approaches and the relevance of teachers' personal qualities. The sample included a total of 383 teachers, with 53.7% being female and 46.7% male. The methodology involved administering the Grasha Test and a detailed statistical analysis with measures of central tendency. The results revealed that the "Facilitator" style was the most predominant (5.71 ± 0.67), followed by the "Delegator" style (5.00 ± 0.72). Although preferences did not follow a normal distribution according to the Shapiro-Wilk test (<0.001), reliability coefficients such as Cronbach's alpha (0.906) and McDonald's omega (0.920) indicated high internal consistency. The structural model analysis showed a good fit with an RMSEA value of 0.0344 and a 90% confidence interval between 0.0294 and 0.0394. However, the chi-square test (χ²) was significant (p < 0.001), suggesting some discrepancy between the model and the data. The overall MSA was 0.913 (KMO), indicating global suitability for factorial analysis, with a chi-square value (χ²) of 5094 and 780 degrees of freedom, demonstrating significance in rejecting the null hypothesis of sphericity in the covariance matrix. In conclusion, these findings have implications for the continuous improvement of teaching practices and suggest the need for strategies to strengthen the personal connection between teachers and students. The prevalence of "Facilitator" and "Delegator" styles highlights the importance teachers place on active student participation and the delegation of responsibilities and autonomy. However, the low preference for the "Personal Model" style signals an opportunity to enhance the personal connection between teachers and students.
The impact of positive emotions on language acquisition is a crucial aspect of effective language instruction. This study investigates the significance of positive emotions in language acquisition. This study explores how motivational techniques, a good mood, and support from parents and teachers can create a positive atmosphere, leading to successful language acquisition. In other words, if a person has positive emotions, it means that he can communicate with his environment, be ready to learn something new and for creativity. This abstract explores the importance of fostering a positive emotional state before engaging in tasks to avoid disappointment.
Effective communication is fundamental to pharmaceutical practice, especially for pharmacy professionals working in English as a Foreign Language (EFL) environments. This research investigates the influence of a specialized EFL speaking program aimed at improving the communication abilities of pharmacy students. A group of fifty male pharmacy diploma students participated in a three-month program cantered on role-play, task-based learning (TBL), and integrated vocabulary training. Assessments conducted before and after the course evaluated enhancements in confidence, clarity, use of pharmaceutical language, and fluency. The findings revealed statistically significant improvements across all measured aspects, with the use of pharmaceutical language showing the most notable enhancement (mean increase: 2.6 to 4.3, p < 0.001). These results emphasize the success of contextualized and hands-on methods in EFL teaching, showcasing the capacity of such initiatives to equip pharmacy students for the linguistic and professional requirements of their careers. The research underscores the necessity of integrated approaches that confront linguistic, cultural, and psychological hurdles in training for professional communication.
Integrating digital literacy into language teacher preparation programs has gained increasing attention in recent years. With the expanding economic trade with Arab countries, Arabic language education is becoming more important in China. This study aims to identify the needs for developing a digital literacy-integrated speaking syllabus for Arabic pre-service teachers in China. The study presents phase 1: needs analysis of the design and developmental research (DDR) approach. Interviews were conducted to collect data. The finding shows that while digital literacy elements are integrated into the existing speaking syllabus through resources and multimedia presentation teaching approach, it is mainly concentrated on the skill domain rather than the knowledge and attitude domains. The study further found that the challenges for Arabic lecturers to integrate digital literacy are the lack of digital teaching resources, the lack of digital literacy training for lecturers, the heavy teaching tasks but limited class instructional time, and the restrictions of higher education institutional policies. Moreover, Arabic pre-service teachers have basic digital literacy skills for daily use but lack technical knowledge in Arabic and awareness of digital literacy. The results of the study provide valuable insights for curriculum designers and educators for language teacher education programs in China.
This review identifies patterns of motivation exhibited by Japanese university students by examining a representative selection of survey studies that have mainly employed factor analysis and which have been conducted since 1990. This collection of surveys includes works published in Japanese. Two sets of contrasting motivational concepts highlight the recurring patterns: (a) instrumental and integrative motivation and (b) mastery and performance goal orientation. The research suggests that Japanese university students appreciate a utilitarian value of learning English, and have an interest in communicating with native speakers of the target language. While performance orientation may be important, mastery orientation has been shown to relate more strongly to the use of strategies. The review also demonstrates the relevance and limitations of these constructs. 本論では１９９０年以降に発表された日本人大学生の言語学習モチベーション(L2motivation) に関するアンケート調査（日本語で発表されたものを含む）の報告にみられる傾向を検証する。理解を助ける為、二組の概念が用いられる。一つはすでによく知られているガードナーの道具的及び統合的動機、もう一つは比較的新しいマスタリーとパフォーマンス志向である。先行研究によると日本人学生は英語学習の道具的な価値を認め、旅行やNSとの交流に興味を持っていることがわかる。パフォーマンス志向の存在が認められるもののマスタリー志向の方がより強く学習ストラテジーの使用と関連性があると報告されている。本稿ではこれらのモチベーション概念が日本人大学生の動機づけを理解する上での妥当性及び限界考察する。尚、因子分析の役割と現在の言語学習モチベーションについても言及する。（３７４字）
Insert Japanese abstract here ______________ 48,JALT JOURNAL Most language,teachers,believe that motivation,is a key factor for suc-
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This paper reports on a data-based study in which we explored - as part of a larger-scale British-Hungarian research project - the effects of a number of affective and social variables on foreign language (L2) learners’ engagement in oral argumentative tasks. The assumption underlying the investigation was that students’ verbal behaviour in oral task situations is partly determined by a number of non-linguistic and non-cognitive factors whose examination may constitute a potentially fruitful extension of existing task-based research paradigms. The independent variables in the study included various aspects of L2 motivation and several factors characterizing the learner groups the participating students were members of (such as group cohesiveness and intermember relations), as well as the learners’ L2 proficiency and ‘willingness to communicate’ in their L1. The dependent variables involved objective measures of the students’ language output in two oral argumentative tasks (one in the learners’ L1, the other in their L2): the quantity of speech and the number of turns produced by the speakers. The results provide insights into the interrelationship of the multiple variables determining the learners’ task engagement, and suggest a multi-level construct whereby some independent variables only come into force when certain conditions have been met.
This article provides a framework for understanding the principles that underlie the classroom decision-making of experienced language teachers. It is based on a study that examined social processes in classes of adult English language learners. The study revealed that teachers are sensitive to the social needs of their class groups, and that their pedagogically and socially-oriented behaviours are closely intertwined. The way that experienced teachers set up learning tasks is governed by a tacit understanding of the principles of group dynamics. Many language teachers, it seems, have intuitively adopted a class-centred approach to their teaching.
Second language learners differ in how successfully they adapt to, and profit from, instruction. This book aims to show that adaptation to L2 instruction, and subsequent L2 learning, is a result of the interaction between learner characteristics and learning contexts. Describing and explaining these interactions is fundamentally important to theories of instructed SLA, and for effective L2 pedagogy. This collection is the first to explore this important issue in contemporary task-based, immersion, and communicative pedagogic settings. In the first section, leading experts in individual differences research describe recent advances in theories of intelligence, L2 aptitude, motivation, anxiety and emotion, and the relationship of native language abilities to L2 learning. In the second section, these theoretical insights are applied to empirical studies of individual differences-treatment interactions in classroom learning, experimental studies of the effects of focus on form and incidental learning, and studies of naturalistic versus instructed SLA.
Second language learners differ in how successfully they adapt to, and profit from, instruction. This book aims to show that adaptation to L2 instruction, and subsequent L2 learning, is a result of the interaction between learner characteristics and learning contexts. Describing and explaining these interactions is fundamentally important to theories of instructed SLA, and for effective L2 pedagogy. This collection is the first to explore this important issue in contemporary task-based, immersion, and communicative pedagogic settings. In the first section, leading experts in individual differences research describe recent advances in theories of intelligence, L2 aptitude, motivation, anxiety and emotion, and the relationship of native language abilities to L2 learning. In the second section, these theoretical insights are applied to empirical studies of individual differences-treatment interactions in classroom learning, experimental studies of the effects of focus on form and incidental learning, and studies of naturalistic versus instructed SLA.
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The question of whether the relationship between field dependence/ independence (FD/I) and second language acquisition is significant is discussed in this three-part paper. Introductory material defining FD/I within the context of second language acquisition (SLA) is covered in the first section. The second section is a brief review of relevant research that has been conducted in FD/I and SLA. The final section is a discussion of the implications of the research conducted for educators and instructional designers. Topics in the final section include the use of knowledge of learners' FD/I for guidance, the impact of matching of instructors' and learners' FD/I on student performance, practical application of field independent and field dependent methods in formal learning situations, and problems associated with tests of FD/I and language proficiency.
359 Japanese and 442 Chinese high school students were examined and compared regarding their motivation to learn English. Although Japanese students expressed a strong interest in English as a subject, they displayed a weaker interest on intrinsic motivation and a stronger one for extrinsic motivation as compared to junior high school students. Nevertheless, Japanese students who achieved better scores were not only eager to achieve better scores but also were much more interested in English as a language, the culture, and people. Chinese high school students' motivation did not vary so dramatically from their junior high school peers. They also were more pragmatically oriented towards the study of English, i.e., they thought English would be valuable and necessary for their future. Even if they do well, they believe they can do better with more effort to be successful in the future.
Possible selves are elements of the self-concept that represent what individuals could become, would like to become, and are afraid of becoming. These representations of the self in the future are hypothesized to be an important component of effective performance. In Study 1, subjects either imagined being either successful in the future because of hard work, imagined being unsuccessful in the future despite hard work, or were given a positive mood inducement. These imagery manipulations were intended to increase the accessibility of specific possible selves. On a task involving effort and one involving persistence, subjects who imagined being successful performed the best. In Study 2, subjects either imagined being successful, imagined being unsuccessful, imagined another person being successful, or were put in a good mood. The success imagery group was relatively fast to accept positive, success-relevant possible selves as descriptive, and also relatively fast to reject negative, failure-relevant possib...
Language and culture are no longer scripts to be acquired, as much as they are conversations in which people can participate. The question of who is learning what and how much is essentially a question of what conversations they are part of, and this question is a subset of the more powerful question of what conversations are around to be had in a given culture. (McDermott, 1993, p. 295)
In recent years, characteristics of the good language learner have been identified and classified. It has been proposed that learning strategies based on these characteristics can be taught to students, and a number of resource materials for learner training are available. However, published data indicate that success in language learning may be more complex than such an approach would suggest. Attempts to translate the theory behind learner training into practice have produced only qualified success. Among some of the factors complicating implementation of learner training are cultural differences, age, educational background of students, students' and teachers' beliefs about language learning, and varying cognitive styles. Until empirical data, particularly in the form of longitudinal studies, are gathered to answer questions about the usefulness of learner training, teachers should approach the implementation of learner training in the classroom with caution.
Cooperative learning (CL) has been found to be a highly effective instructional approach in education in general and this has been confirmed with regard to second language (L2) learning as well. This article investigates reasons for the success of CL from a psychological perspective, focusing on two interrelated processes: the unique group dynamics of CL classes and the motivational system generated by peer cooperation. It is argued that the affective domain of CL plays a crucial role in the educational potential of the method. This paper summarizes the specific factors that contribute to the promotion of learning gains. While the analysis concerns cooperatively structured learning only, it is assumed that the processes described have a broader relevance to understanding the success of peer collaboration in general.
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The linguistic coding deficit hypothesis, introduced by Sparks and Ganschow (1991, 1993a, 1993b), postulates that language aptitude is the primary source of individual differences in language achievement. This may be seen to reduce affective variables, such as language anxiety, to the role of unfortunate side effects, devoid of explanatory power. This paper advocates that language anxiety can play a significant causal role in creating individual differences in both language learning and communication. It reviews evidence from investigations of anxiety in general and studies of the role of anxiety in the language learning processes and concludes that the linguistic coding deficit hypothesis makes a significant omission by assigning mere epiphenomenal status to affective variables in general and language anxiety in particular.
This article examines the relationships of a variety of individual difference variables to end‐of‐training proficiency ratings in speaking and reading for a large sample of adults in intensive training in a wide range of languages at the U.S. Department of State. Variables included tested cognitive aptitude, learning strategies, learning styles, personality, motivation, and anxiety. Although tested cognitive aptitude showed the strongest correlations with proficiency test results in both skills, the other variables also correlated in ways that show how rich and complex the individual learner's role in language is. Results may contribute to increasingly sophisticated student counseling and to efforts to enhance student autonomy by tailoring treatments to student characteristics. They also increase knowledge of attributes that may affect language training to the upper proficiency levels.
In this paper, it is suggested that foreign language learning problems result from difficulties with native language learning and hypothesized that difficulties with phonological processing may be the locus of foreign language learning difficulties for some poor foreign language learners. Evidence is described that supports these positions. It is argued that conceptualizing foreign language learning problems as alanguage problem allows researchers to more clearly specify deficits related to the learning of a foreign language. Research evidence which shows that good and poor foreign language learners exhibit significantly different levels of native language skill and phonological processing is summarized. Finally, potential challenges to my hypotheses as an explanation for foreign language learning problems are reviewed.
We investigated the possible selves reported by 81 college students who also completed a measure of dispositional optimism. Possible selves were sorted into content domains and were also rated for their degree of positivity vs negativity. Optimism correlated positively with the positivity of the expected selves that subjects reported, but not with the positivity of either hoped for or feared selves. This pattern suggests that pessimists do not lack high hopes or aspirations for themselves, but that the hopes seem not to be translated into expectations. A subsidiary analysis suggested that less optimistic subjects had more diverse hoped for selves than did more optimistic subjects. This finding suggests that pessimists, being more doubtful about their future, may hedge their bets by having a wider array of mentally represented aspirations than optimists.
The paper aims to explore the effect of individual speaking style on the self-correction behaviour of L2 speakers. The project reported in the paper involved 30 Hungarian learners of English of varying levels of proficiency and made use of self-report data. The results obtained from the analysis of a wide range of variables did not support the assumptions of previous studies as the difference between accuracy- and fluency-centred speakers did not manifest itself in the global frequency of self-repairs. The two types of learners were found to differ in how frequently they produced rephrasing-repairs, which involve uncertainty about the correctness of their utterance, in the proportion of the errors they corrected, and in the speed with which they uttered their message. The findings suggest that accuracy-centred participants tended to pay more attention to monitoring at the expense of the other speech production processes, while fluency-centred learners allocated more attention to speedy production and focused less on intercepting errors. The paper also points out that L2 learners with differing speech habits may make conscious decisions not to correct an error with varying frequency.
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In the research on individual differences, the influence of various factors on language learning has been studied. This article discusses the relationship of personality factors, especially extroversion and introversion, and language learning strategies. I implemented a descriptive study of 254 junior college student informants majoring in English. Two instruments, MBTI for personalities, and SILL for language learning strategies were used to gather information. Results showed a significant correlation of certain strategies with extroversion.
The major aim of this study was to examine the validity and crosscultural gen eralizability of the test bias contention as applied to English language aptitude tests, routinely employed for student selection and placement functions within the Israeli academic scene. The bias analysis was based on the English Language Aptitude Test scores of n = 1778 Jewish and n = 1017 Arab student candidates applying for admissions to a major campus in northern Israel, who were administered the test as part of the scholastic aptitude test battery used for college admissions purposes. The psychometric properties of the English Language Aptitude Test were compared for Jewish and Arab subgroups, respectively, via a variety of internal (e.g. factor loading, reliability, standard error of measurement, etc.) and external (e.g. predictive validity, homogeneity of regression, standard error of estimate, etc.) criteria. The test scores show sig nificant, but slight, intercept bias, tending to overpredict the overall first-year GPA of Arab student candidates. Also, test scores appear to be somewhat less reliable measures for Arab compared to Jewish student candidates. On the whole, however, our data provide only marginal evidence for differential construct or predictive validity of English Language Aptitude Test scores as a function of cultural group membership, thus lending a greater amount of gen erality and crosscultural validity to the findings of much of previous research negating the cultural bias hypothesis.
This article describes a small-scale study into learners’ attributions for success and failure in learning French. The study investigated the way in which learners conceptualise the notion of doing well, together with their perceived reasons for their successes and failures. Interviews were conducted with students from 10 to 15 years of age who were learning French in the Southwest of England. The results indicated that most of these learners tended to judge their success by external factors such as teacher approval, marks, or grades, and that the range of attributions increased with age. Many of the attributions mentioned, however, were superficial in nature. It appears that the teacher plays a significant role in the development of students’ attributions. Implications are drawn with regard to language teaching and to the nature of the learning environment.
The purpose of this study is to examine how the significant sociocultural changes that took place in Hungary in the 1990s affected school children's language-related attitudes and language learning motivation concerning five target languages, English, German, French, Italian, and Russian. The analyses are based on survey data collected from 8,593 13/14-year-old pupils on two occasions, in 1993 and 1999. Besides investigating and comparing a number of motivational aspects with regard to the learning of the five target languages, the repeated measure design also allowed us to explore the changes that characterized the learners' motivation between the two phases of the survey. An unexpected but potentially important finding was that during the examined period the learners' general language learning commitment showed a significant decline, with only English maintaining its position. This can be seen as a reflection of a more general 'language globalization' process, whereby the study of the world language (i.e. English) and that of other foreign languages show an increasingly deviating motivational pattern.
The relationship between the so-called cognitive style of field dependence/independence and second-language learning has been investigated in some twenty published studies. Findings from these investigations have subsequently been described in a number of influential, but largely uncritical, reviews. In this paper, it is contended that a critical review of the theoretical underpinnings, measurement instruments (embedded figures tests), and current status of the construct, leads to the inevitable conclusion that field dependence/independence does not have, and never has had, any relevance for second-language learning. The concept is shown to be theoretically flawed, and embedded figures tests are shown to be ability measures rather than style measures. Second-language studies are consequently appraised on the extent to which they indicate recognition of these fundamental considerations and how these are, or are not, reflected in their hypotheses.
Hackman's (1987) job characteristics model of work motivation is described and applied to English language teaching, with concrete recommendations made on the basis of Hackman's action principles for job design. By attending to these job design principles, those charged with setting up and running English language teaching units create the conditions for teachers to reap the maximum rewards from their profession, including opportunities for long‐term growth and career advancement and an increased sense of self‐actualisation and empowerment. As teachers grow and prosper, so do the language programmes and the larger field of ESL with which they are associated.
This paper investigates the various waysspeakers manage problems and overcome difficulties in L2 communication. FollowingDörnyei and Scott (1997), we distinguish four main sources of L2 communicationproblems: (a) resource deficits, (b) processing time pressure, (c) perceived deficiencies inone's own language output, and (d) perceived deficiencies in the interlocutor'sperformance. In order to provide a systematic description of the wide range of copingmechanisms associated with these problem areas (e.g., communication strategies, meaningnegotiation mechanisms, hesitation devices, repair mechanisms), we adopt a psycholinguisticapproach based on Levelt's (1989, 1993, 1995) model of speech production.Problem-solving devices, then, are analyzed and classified according to how they are related tothe different pre- and post-articulatory phases of speech processing, and we illustrate the variousmechanisms by examples and retrospective comments taken from L2 learners' data.