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The Interface of Psychology and Second Language Acquisition
Abstract
This paper provides an overview of the emerging interface of psychology and second language acquisition (SLA). It begins with a discussion of the linguistic dominance of the field of SLA in the past, then describes the growing influence of psychology in the present, with a special emphasis on examining why psychology is more suited to the study of language development than traditional linguistics. It will be argued that while the ideal solution for researching the acquisition of a second language would be a balanced integration of psychological and linguistic expertise, such an ideal scenario poses a number of serious challenges for the future. The paper is concluded by proposing a research agenda for developing a fine-tuned taxonomy of optimal patterns of explicit-implicit cooperation in the learning of a second language, thereby integrating declarative and procedural knowledge.
... The acquisition of a second language (L2) is recognized as a complex task (Mclaughlin & Harrington, 1989) that involves not only cognitive aspects but also social and affective aspects. Internal and external features such as learning context, frequency of use of the L2, and quality of use of the L2 influence the acquisition and processing of a target language (Dörnyei, 2009). In addition to the age at which acquisition begins and the place of learning, learners' external and internal worlds are characterized by constant change and evolution based on factors such as motivation, mood, concentration, among others. ...
... In addition to the age at which acquisition begins and the place of learning, learners' external and internal worlds are characterized by constant change and evolution based on factors such as motivation, mood, concentration, among others. This dynamicity and interaction among so many factors characterize the acquisition and processing of the target language based on the interaction of different functional systems involving cognitive, affective, and motivational aspects (Dörnyei, 2009;De Bot et al., 2007;De Bot, 2017). Even in the highly complex and dynamic environment that surrounds the learner and their experiences, it is possible to find stability since there is a tendency towards balance in relation to the learner's internal factors (Nowak et al., 2005) in the presence of strong attractors such as a great goal or talent (Dörnyei, 2009). ...
... This dynamicity and interaction among so many factors characterize the acquisition and processing of the target language based on the interaction of different functional systems involving cognitive, affective, and motivational aspects (Dörnyei, 2009;De Bot et al., 2007;De Bot, 2017). Even in the highly complex and dynamic environment that surrounds the learner and their experiences, it is possible to find stability since there is a tendency towards balance in relation to the learner's internal factors (Nowak et al., 2005) in the presence of strong attractors such as a great goal or talent (Dörnyei, 2009). Stability, in turn, can be broken again by another force (Thelen & Smith, 1994) such as an intervention, rehabilitation, or therapy. ...
The present study intends to investigate whether sustained attention, self-esteem, and beliefs about second language (L2) pronunciation and instruction interact with L2 pronunciation assessed by a reading task. Thirty-nine eighteen-year-old high school Brazilian students participated in the study and answered a beliefs form, Rosenberg’s self-esteem scale (Rosenberg, 1965), and read a sixty-nine-word paragraph. They were all late learners of English as an L2. Twenty-nine participants took the d2-R test which is a Bourdon-style cancelation test validated to assess sustained attention. Statistical analyses were run on the data to verify correlations and effects of different variables. Results indicated that liking English correlated negatively with the number of mispronunciations produced. Also, the different processes assessed by the d2-r test yielded different correlations with the different categories of mispronunciation.
Key-words L2 pronunciation; Self-esteem; Attention; Learners’ beliefs
... Conversely, I interpret 'explicit knowledge' as referring to that which a learner is consciously aware of and that can be articulated in a verbal statement (Anderson, 2005;Ellis, 2008). This kind of knowledge is perceptual and learned as opposed to acquired, characterised by a learner's deliberate attempt to memorise some material or solve a problem (Dörnyei, 2009). Explicit knowledge is subserved by declarative memory (which includes a short term/working memory component), and is responsible for the learning of metalinguistic rules and lexical material (i.e. ...
... Previous research on individual differences in SLA is vast, and several factors have been identified as potential contributors to differential levels of L2 development. These include language aptitude, motivation and memory capacities (see for example Dörnyei 2009). Whilst variables such as age, ...
... Similarly, motivation is of central importance in SLA as it provides the initial interest into L2 learning and the driving force to sustain this process thereafter (Dörnyei, 2009). It could likewise be the case that the observed differences in L2 development are down to learners' differing levels of motivation (whether intrinsic or extrinsic) throughout the language learning process. ...
This thesis presents a novel, multiparadigmatic approach to the role of formulaic
language in the development of second language (L2 ) syntax. It adopts theoretical
frameworks and concepts from generative and usage-based linguistics to analyse two
longitudinal corpora documenting interlanguage development from the initial state
through transitional state grammars. These datasets constitute L1 Spanish/Catalan
learners of L2 English, and L1 English learners of L2 French. Similar formulaic expressions (FEs) are identified in both corpora at the initial state that learners’ are
able to produce fluently upon contextual cues in absence of related L2 syntactic
competence. I track learners’ use of these FEs and evidence of related syntactic
competence across the data collection periods, as measured by knowledge of underlying computational properties (generative) and schematic patterns (usage-based). Through adopting a multiparadigmatic approach, similar developmental trends
are observed in both corpora that would have otherwise been missed if relying on
one framework alone. Outside of the FEs, learners first demonstrate knowledge of
lexical categories only, before knowledge of L2 functional categories emerges later.
This supports a Weak Continuity view of the initial state. Importantly, the use of
FEs seems to be influential on the rate in which learners progress through this trajectory. Correlations are found between a more frequent use of these expressions at
the initial state and a greater knowledge of related underlying computational properties longitudinally. Traceback analysis also reveals that the FEs have instantiated utterance schema extraction and generalisation across similar functional structures. I discuss the interplay of these concepts by drawing on processing models of SLA, suggesting that schematic learning could provide learners with more syntactic and morphological distributional evidence needed for L2 syntactic activation levels to
better compete with the existing L1 ones during processing.
... Traditional language testing has often focused on measuring proficiency through standardized tests, emphasizing accuracy and knowledge of grammatical structures (Fulcher, 2010). While such assessments provide valuable data, they may overlook critical psychological factors that influence language learning, such as motivation, self-efficacy, and emotional well-being (Dörnyei, 2009). Positive psychology, a field dedicated to understanding and fostering human flourishing, offers a new lens through which language testing can be reimagined (Seligman & Csikszentmihalyi, 2000). ...
... Seligman and Csikszentmihalyi (2000) argue that positive psychology can contribute to a more comprehensive understanding of human performance by considering factors such as motivation, engagement, and emotional resilience. In the context of language learning, positive psychology emphasizes the role of learners' strengths, positive emotions, and self-efficacy in enhancing language acquisition (Dörnyei, 2009). Recent studies have explored how positive psychology can be incorporated into language testing to foster a more supportive and motivating assessment environment. ...
... Similarly, Dörnyei (2009) emphasizes the role of motivation in language acquisition, suggesting that intrinsic motivation and positive reinforcement can lead to more effective and sustained learning. Test anxiety is another psychological factor that can adversely affect language performance. ...
This study is an attempt to explore the integration of positive psychology within language testing, while assessing its effects on learner performance, self-efficacy, motivation, and test anxiety in EFL contexts. Postulated on a mixed-method approach, firstly, the study involves in a quasi-experimental design, where 100 EFL learners were assigned into control and experimental groups. The latter group experienced strength-based feedback and growth-focused assessment practices. The results of the paired t-tests and ANCOVA revealed significant improvements in the EFL students' language proficiency, with the anxiety construct reduced by 30%, alongside substantial increases in the constructs of motivation and self-efficacy. These outcomes can be taken into account as the highlight of the efficacy of positive psychology interventions, contrasting with traditional deficit-focused models of assessment. Afterwards, in the qualitative phase, the research advocates for a paradigm shift in language testing, while emphasizing EFL learners' emotional well-being, cognitive engagement, and learner autonomy. Furthermore, this study contributes to the broader discourse, representing implications on rethinking pedagogical approaches to language assessment, proposing more humanistic and learner-centered frameworks.
... Language learning, as the most unique human ability, has been of fundamental value to the disciplines of (applied) linguistics and psychology, and understanding the underlying cognitive processes through which individuals comprehend, remember, store, produce, and learn language has attracted great attention from both disciplines. Recent accounts of cognitive psychology have embraced the view that a comprehensive understanding of the dynamics of cognitive processing also requires a consideration of how emotions interact with cognition and vice versa (Dörnyei, 2009). Related emotioncognition theory and research have thus far suggested a two-way association. ...
... Given the complex interactions between the two and the central role of cognition in education, it comes as no surprise that there have been mounting calls for further inquiry on emotions in educational contexts (Schutz & Pekrun, 2007), or how emotional states and views relate to cognitive processing doing different educational tasks (Linnenbrink & Pintrich, 2004). Nonetheless, mainstream educational psychology has for long focused on problems such as test anxiety, personality disorders, or the like, and pleasant, positive emotions such as happiness, pride, and hope have largely been neglected, especially when they relate to the highly emotion-driven or emotion-provoking task of L2 learning (Dörnyei, 2009;P. D. MacIntyre et al., 2019). ...
... In L2 education, learner-based psychological variation has been extensively studied as part of the overall quest to better know the human learner as situated in complex, interactive environments by investigating characteristic cognitive and affective variables which may, dependently or interdependently, explain the complexity of learner-based performance variation (Dörnyei, 2009). Needless to say, emotions are a salient part of the L2 learning process and behavior, and emotion theory has over the years featured in SLA research to describe what makes for successful language learning (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.
... Empirical evidence (Dörnyei, 1998;Dörnyei & Ushioda, 2021;Wang et al., 2021) advocates that what drives language learners to learn a new or foreign language cannot be separated from sociocultural factors, such as learners' social identity, their cultural background, ethnicity, and membership in specific communities of social practice. Additionally, Dörnyei (2013) and Gardner (2010) contended that learners' motivation can be enhanced when language learners have opportunities to use the target language in authentic and meaningful contexts. Being part of a community of social practice, where learners interact with others who share similar language learning goals and interests, can positively exert influence on motivation to learn a foreign or second language as a medium of interaction. ...
... In the fields of applied linguistics, second language acquisition, and second/foreign language learning, ample empirical evidence recognises and confirms the core role of motivation in successful second or foreign language (L2) learning and students' task achievement (see Dörnyei, 2019;Sarab & Mardian, 2023). The past two decades have witnessed a growing body of studies examining L2 learner motivation in different educational settings from various theoretical perspectives, such as psychological, cognitive, self-determination, social identity, and sociocultural (Achugar & Pessoa, 2009;Dörnyei, 2013;Gardner, 2010). These perspectives provide language teachers, teacher educators, and policymakers with frameworks for understanding the complex and multifaceted interplay of psychological, social, and contextual factors that exert influence upon language learning motivation to effectively foster and sustain motivation in language learning endeavours among language learners. ...
... As language learning motivation is related to identity, the L2 Motivational Self System (Dörnyei, 2013) inspired by self-discrepancy theory (Higgins, 1987) and possible selves theory (Markus & Nurius, 1986) is adopted as a theoretical lens in this study. This is because the L2 Motivational Self System recognises the contextual dynamics of individual differences in language learning motivation (Al-Hoorie, 2018). ...
This comparative case study looked closely at the language learning motivation and identity construction of Indonesian and Thai university students in multilingual contexts. In this study, 158 Indonesian and 113 Thai university students from 19 universities were voluntarily recruited. Informed by a mixed-methods design, data were collected through a close-ended questionnaire and semi-structured interviews and then analysed using inferential statistics and thematic content analysis. The main findings identified include (1) the predictive roles of L2 motivation and the social environment in the identity construction of Indonesian and Thai university students; (2) the predictive role of the social environment in sustaining Indonesian and Thai students’ motivation to learn English; and (3) multiple dimensions of English language learning. The implication of this study is that language teachers should provide meaningful learning environments promoting sustained motivation and identity construction among language learners.
... Adult learners approach language learning with a distinct constellation of motivations, objectives, and levels of cognitive development (Jarvis, 2011;Zhang, 2022;Dornyei, 2013). Moreover, adult learners exhibit lower compliance with direct instructions due to mutual self-regulation (Ho and Lim, 2020;Bakhtiar and Hadwin, 2022). ...
... This strategy might not fully resonate with adult learners' preferences. Adult learners may lean more toward approaches that facilitate self-discovery and the internalization of linguistic patterns (Dornyei, 2013). ...
... Social interaction is an essential component of language learning (Jarvis, 2011;Dornyei, 2013;Kanero et al., 2018;Lopes et al., 2017). RALL system design should consider how to promote collaborative learning and social interaction among learners. ...
In the 21st-century era of globalization, language proficiency is a pivotal connector across cultures, with artificial intelligence (AI) revolutionizing educational paradigms through Robot-Assisted Language Learning (RALL). This systematic review examines the role of RALL in adult second language acquisition, focusing on its pedagogical strategies and learner engagement. Unlike the previous systematic reviews that explore the multifaceted roles of robots in language learning, including as teachers, tutors, assistants, and peer learners, we identify explicit and implicit instructional strategies within RALL, highlighting the unique learning landscape of adult learners characterized by self-regulation and self-direction. We assess the latest advancements in RALL for adult learners through three research questions, compare the effectiveness of explicit versus implicit instructions, and investigate affective factors enhancing RALL performance. Our review contributes a comprehensive status analysis, in-depth exploration of interaction modes, and insights for future research directions, providing a roadmap for academic research and practical guidance for educators and robot developers. This study aims to optimize RALL strategies to better meet the needs of adult learners, fostering a more efficient and engaging language learning experience.
... Empirical manifestations of 'metatalk' or 'languaging' are shaped by instructional context and pedagogical purpose. In L2 learning contexts where the focus is primarily the acquisition of the target language (e.g., in university language programmes), instructional approaches increasingly emphasise 'focus on form' (Dornyei, 2009;Ellis, 2016). Learners often engage in pre-planned tasks designed to prompt learners' attention to linguistic problems as they arise in communicative contexts and according to communicative need (Ellis, 2016). ...
... Though providing only a snapshot of different ways of talking about language, the episodes above indicate broadly the different processes involved in L1 and L2 language learning. A 'focus on form' reflects the need for L2 learners to attend explicitly to form-meaning relationships in order to become proficient in the target language (Dornyei, 2009). For L1 learners, it may be necessary to make explicit what is implicitly understood, to foster deliberative, purposeful control of the language of written production. ...
... The relationship between declarative/procedural or explicit/implicit learning may also differ between L1 and L2. Differences in how L1 learners become proficient writers and L2 learners acquire implicit knowledge of the target language, and differences in the ways that implicit and explicit learning interacts, has pedagogical implications (Dornyei, 2009). As Camps (2020d) suggests, 'If a speaker already "knows" the grammar of her language, the task of the teacher will consist of making this knowledge come into consciousness and turn it into conscious and systematic knowledge ' (pp. ...
Classroom talk about language use may support young writers’ capacity to enact choice and control over their written production and is thus a key pedagogical tool in writing instruction (Myhill & Newman, 2016, 2019). However, relatively little is known about the nature of learning transfer in writing instruction, particularly how what is spoken in the classroom influences learners’ written outcomes. This paper, therefore, examines the L1 (first language) and L2 (second and additional language) literature for evidence of how talk about writing influences learners’ metalinguistic understandings (knowledge about language use) and writing choices. It also draws out from the literature approaches that promote the kinds of talk conceived of as impactful in the development of these understandings about and for writing. The findings might usefully inform pedagogical and methodological approaches to instructional interventions that seek to both establish and advance the impact of talk about writing.
... Research consistently demonstrates a strong correlation between anxiety and motivation, with both factors interacting with various other variables to collectively influence L2 learning Despite extensive research on L2 anxiety and motivation, the intricate nature of these issues, combined with the diversity of learner populations and learning contexts, necessitates ongoing investigation (e.g., Dörnyei, 2005;Scovel, 1978). Much of the existing research on L2 motivation has been guided by Gardner's (1985;Tremblay & Gardner, 1995) or Dörnyei's (2005Dörnyei's ( , 2009) motivational theories. However, there is a notable gap in research utilizing alternative theoretical frameworks such as the expectancy-value theory and the self-determination theory (e.g., Alamer & Lee, 2019;Eccles & Wigfield, 2020). ...
... Motivation is often regarded as a multifactorial trait and has garnered increasing attention since the 1950s (e.g., Gardner, 1985;Dörnyei, 2005Dörnyei, , 2009Yu, Peng & Lowie, 2022). Gardner (1985) introduced a socio-psychological model of L2 motivation, identifying three core components: the effort invested in achieving language learning goals, the desire to accomplish this, and the satisfaction derived from learning the language. ...
... Building on these findings, Tremblay and Gardner (1995) introduced new concepts such as goal, persistence, and attention into the socio-psychological L2 motivation model, leading to the proposal of the socio-educational L2 motivation model. Dörnyei (2005Dörnyei ( , 2009 incorporated the concept of self into the motivation construct and proposed the L2 motivational self-system theory (L2MSS), whose core elements are ideal L2 self, ought-to L2 self and L2 experience. The relationship between the three components of L2MSS and L2 achievement has been explored in depth after L2MSS gradually became the "dominant framework" for L2 motivation studies in the recent decade (e.g., Al-Hoorie, 2016, 2018Li & Zhang, 2021). ...
Background: Second language (L2) learning is complex, multifaceted, and greatly influenced by various factors, of which individual factors like anxiety and motivation are important ones. Though anxiety and motivation have been shown to be strongly correlated with each other and interact with other variables to collaboratively affect L2 learning, mixed findings have been revealed, demonstrating the complexity of the interrelationship between L2 anxiety and motivation and their interactive effects on L2 learning. Purpose: Guided by the self-determination theory, this study aimed to explore the levels of and the relationship between English classroom anxiety and motivation as well as their predictive effects on Chinese undergraduate EFL (English as a foreign language) learners’ English achievement. Method: The participants were 571 Chinese university students who answered an 8-item English Classroom Anxiety Scale, a 35-item English Learning Motivation Scale, and a 5-item Demographic Information Questionnaire. They also reported their scores in tests that they had recently taken and self-rated their overall English proficiency as indicators of their English achievement. Results: The study revealed the following major findings: (a) the participants had a small to moderate level of English classroom anxiety, and a medium level of intrinsic motivation, extrinsic motivation, personal goals and expectancy/control in English learning, (b) English classroom anxiety was significantly negatively correlated with all motivation scales, (c) English classroom anxiety was not only significantly negatively related to but negatively predicted the students’ English achievement, and (d) significantly positive correlations existed between English learning motivation and English achievement. Of different motivation dimensions, intrinsic and extrinsic motivation positively predicted the latter. Conclusion: The findings of this study further demonstrate the importance of anxiety and motivation in L2 learning and the need to explore anxiety-reduction strategies, increase students’ intrinsic and extrinsic motivation, and strengthen their expectancy in L2 teaching and learning, thus contributing to the understanding of foreign language anxiety and L2 motivation and enriching the current literature on the two issues.
... This research seeks to address these gaps by conducting a comprehensive investigation into Facebook's role as an informal language learning hub for ESL learners. Through qualitative and quantitative analysis of user interactions, content engagement, and learning outcomes, this study aims to provide insights into the linguistic dynamics of Facebook as a language learning platform (Dörnyei, 2020). By understanding how ESL learners utilize Facebook for language learning and the challenges they encounter, educators and policymakers can develop strategies to optimize the platform's potential as a supplementary learning tool in ESL education. ...
... Among social media platforms, Facebook stands out as a prominent space for informal language learning due to its large user base, diverse content offerings, and interactive features (Dörnyei, 2020). Facebook groups, pages, and communities dedicated to language learning cater to the needs and interests of ESL learners, providing opportunities for language exchange, peer feedback, and cultural exploration (Kern, 2022). ...
... Secondly, Facebook facilitates social interaction and collaboration among learners, fostering a sense of community and providing opportunities for peer support and motivation (Thorne, 2024). Thirdly, the informal nature of interactions on Facebook encourages spontaneous communication and promotes learner autonomy, allowing learners to experiment with language use in a low-stakes environment (Dörnyei, 2020). ...
Introduction: In today's digital age, social media platforms like Facebook have emerged as informal language learning hubs for English as a Second Language (ESL) learners. This study aims to explore the role of Facebook in facilitating language learning among ESL learners. Methodology: A mixed-methods approach was employed, involving surveys and interviews with ESL learners to investigate their engagement with Facebook for language learning purposes. Data were analyzed using thematic analysis to identify key patterns and themes. Results/Findings: The findings reveal that ESL learners frequently utilize Facebook for language learning through various activities such as reading posts, watching videos, and participating in language exchange groups. Motivations for engaging with Facebook for language learning include convenience, accessibility, and social interaction opportunities. Future Direction: Future research should focus on examining the effectiveness of different language learning strategies employed on Facebook and explore ways to enhance the learning experience for ESL learners. Additionally, investigating the impact of social media literacy on language learning outcomes would provide valuable insights for educators and learners alike.
... Motivation has long been deemed important in second language (L2) learning, and the concept of L2 motivation has been reconceptualized from multiple dimensions. As a synthesised framework of L2 motivation, Dörnyei's L2 motivational self system (L2MSS) understands L2 motivation from a self-concept perspective, acknowledging the role of future L2 selfimages and the influence of L2 learning experiences on L2 motivation [1]. In recent years, other studies have investigated the motivational power of L2 learning experiences in macro contexts, such as study-abroad contexts [2]. ...
... The L2 motivational self system was proposed by Dörnyei [1]. It centers on self-conceptions and has been employed to reflect and explain L2 learners' motivation toward effective language learning. ...
During the Covid-19 pandemic, many international students have chosen to pursue their postgraduate studies through online distance learning while residing in their home country. This qualitative study investigated the influence of international online distance learning experiences on the language learning motivation of language education master students and their future self-images as language learners and language teachers. Data about the academic, technological and sociocultural aspects of these students' online distance learning experiences were collected from six participants through six hour-long semi-structured interviews. The findings indicated that, first, the academic aspect of the international online distance learning experience had the most powerful impact, followed by the technological and sociocultural aspects. Second, the international distance learning experiences exerted a mixed impact on L2 motivation, with the negative influence overshadowing the positive one. The influence of these experiences on the formation of the participants ideal L2 learner and teacher selves was more positive, and the impact was greater on the participants' ideal L2 teacher identity than their ideal L2 learner identity. These findings have several implications for improving online pedagogy and supporting language education students. Further research could focus on the lasting influence of international distance learning on L2 learning.
... Additionally, we referred to other studies, such as Dörnyei [29] on language learner motivation and Lamb's [30] work on learner autonomy, which informed our understanding of how themes in learner engagement could be meaningfully categorized and interpreted. This ensured that the themes were not just context-specific but also theoretically grounded. ...
... While we acknowledge that some themes might seem intuitive, we would argue that this does not diminish their originality or importance. Mercer [25] and subsequent scholars [26,29,30] have noted that core elements of learner engagement, such as proactiveness and competence, often appear in different contexts because they are fundamental to learning. ...
In the context of the increasing internationalization of higher education, understanding how to effectively engage international students is crucial. Previous research mainly examined students’ motivation from various theoretical perspectives but none of the published studies specifically focused on international students’ engagement in learning Kazakh as a language other than English (LOTE). Thus, the aim of the article is to identify and analyze the factors that facilitate the engagement of international students in learning Kazakh as a LOTE at an English as a Medium of Instruction (EMI) university in Kazakhstan through an exploratory qualitative research design using semi-structured interviews with 12 participants. The findings reveal that such psychological constructs as growth mindset, sense of competence, grit, proactiveness, ownership, and external supportive learning environment are important in fostering successful language acquisition. Overall, the findings of this research extend the existing literature on LOTE with an evidence-based understanding of international students’ LOTE learning beliefs with individual–psychological perspectives on engagement with LOTEs. Such knowledge is necessary to draw a comprehensive landscape of international students’ LOTE learning to support their adaptation to the host university.
... The learner's motivation and attitude towards the target language are also critical in determining speaking fluency. Dörnyei (2009) argues that high levels of motivation are associated with increased effort and persistence in language learning, which can enhance fluency (Dörnyei, 2009). Motivated learners are more likely to engage in frequent practice, seek out speaking opportunities, and overcome challenges. ...
... The learner's motivation and attitude towards the target language are also critical in determining speaking fluency. Dörnyei (2009) argues that high levels of motivation are associated with increased effort and persistence in language learning, which can enhance fluency (Dörnyei, 2009). Motivated learners are more likely to engage in frequent practice, seek out speaking opportunities, and overcome challenges. ...
This study investigates how four key factors - English exposure, learning environment, motivation, and teaching pedagogy - affect English speaking fluency among high school students, using both qualitative and quantitative research methods. The findings indicate that frequent exposure to English, an engaging learning environment, and effective teaching pedagogy significantly enhance students' speaking fluency and motivation. Qualitative results show that students who interact with English regularly, whether through classroom activities or extracurricular engagement, demonstrate better fluency and enthusiasm. A dynamic and supportive learning environment, combined with interactive teaching strategies, fosters higher levels of student participation and motivation. However, the study acknowledges several limitations. The small sample size used in the qualitative phase may not fully represent the broader student population, potentially impacting the generalizability of the findings. The reliance on self-reported data in the quantitative analysis introduces the possibility of bias, which could affect the accuracy of the results. The study also notes that focusing on a limited set of factors might overlook other influential elements such as individual learning styles or external pressures. Future research should aim to include a larger and more diverse sample, explore a broader range of factors affecting English fluency, and incorporate various activities and technological tools to address these limitations. By expanding the scope of research and incorporating these suggestions, more comprehensive strategies can be developed to improve English speaking fluency among students. This approach will provide valuable insights for educators and policymakers, assisting them in designing more effective language programs and interventions that enhance students' communicative competence and overall language proficiency.
... According to Li et al. (2014), neuroimaging studies have demonstrated rapid shifts in the way the brain works correlated with the acquisition of a second language, providing insights into the neurological underpinnings of linguistic ability. Meanwhile, novel methods of instruction that draw from cognitive psychology, affective science, and technology-enhanced learning have been investigated in educational research to improve language learning results [2,3]. This short review summarizes the most recent findings on neurocognitive approaches to teaching English as a foreign language with the goal of bridging the gap between neuroscience and language education. ...
... Studies show that good emotion increases motivation and engagement, which improves learning outcomes [12]. Language acquisition can be facilitated and intrinsic motivation can be fostered by creating a friendly and emotionally evocative setting for learning [3]. Furthermore, studies on mindfulness-based therapies have demonstrated promise in lowering anxiety related to language acquisition and improving linguistic competency [4]. ...
This article explores the integration of neurocognitive principles into English as a Foreign Language (EFL) instruction, aiming to enhance
language learning outcomes. Neuroplasticity, cognitive strategies, emotional factors, and technology-assisted learning are examined within
the context of language acquisition. Neuroscientific research highlights the brain’s remarkable capacity to adapt and reorganize in response
to language learning experiences. Cognitive strategies such as spaced repetition and multisensory engagement capitalize on neurocognitive
mechanisms to optimize learning efficiency. Emotional factors, including positive affect and mindfulness, play a pivotal role in promoting
motivation and reducing language learning anxiety. Technology-assisted learning, leveraging virtual reality, gamification, and artificial
intelligence, offers innovative approaches to personalized and adaptive language instruction. The conclusion emphasizes the paradigm shift in
language pedagogy facilitated by neurocognitive approaches and underscores the importance of interdisciplinary collaboration to advance the
field and realize its full potential.
... However, it has been suggested that a positive relationship between bi-/multilingualism and MLA depends on a certain number of social, psychological and educational factors (Titone, 1997). These factors can be referred to as ID variables perceived as multi-componential, integrated, dynamic and complex variables (Dörnyei, 2009) influencing, generally, the process of language learning, and particularly, metalinguistic awareness (Jackson, 2014). Motivation as a psychological construct affecting the process of second and foreign language learning and strongly linked to a learner's success at learning languages (Bower, 2019;Csizer and Dörnyei, 2005;Dörnyei, 1998Dörnyei, , 2001Gardner, 1985) has been studied with relation to MLA and has been proven to affect learners' metalinguistic ability (Takahashi, 2005;Titone, 1997). ...
... Relatively few empirical studies on the issue of awareness have supported the crucial role of individual differences in developing different levels of metalinguistic awareness (Jackson, 2014;Takahashi, 2005). In fact, Dörnyei (2009) considers ID variables in second language research as multi-componential, dynamic, and complex. This theme is further investigated throughout the present study, which examines the role of motivation and proficiency in metalinguistic awareness of adult learners of Ln Hungarian. ...
The aim of the present study is to investigate the link between motivation and proficiency, as individual difference (ID) variables, and metalinguistic awareness among bi-/multilingual learners of Hungarian as an additional foreign language (Ln). The paper also examines the difference in terms of language motivation and metalinguistic awareness between multilingual and bilingual learners. Twelve bilingual and multilingual adult learners of Ln Hungarian were administered a linguistic background questionnaire, a motivation/attitude questionnaire, and a metalinguistic awareness test. The results of statistical analyses indicated that learners’ metalinguistic awareness was positively correlated with motivation, yet not with their proficiency. The findings also showed that multilingual learners exhibited a higher level of motivation and metalinguistic awareness than their bilingual peers.
... • Low control and low value: Low levels of control and value might result in negative emotions like anxiety or apathy, which can hinder performance. Negative emotions can impair cognitive functioning, leading to less accurate grammatical judgments [32]. ...
In this experimental study, the researcher investigates the effects of complex emotions on cognitive linguistic processing between three distinct EFL (English as a Foreign Language) groups: an experimental group (positive and negative videos) and a control group (no video). The experimental group was exposed to stimuli specifically designed to trigger cognitive and emotional responses. Conversely, the control group was not exposed to any such stimuli. The primary objective of this study is to assess the ability of participants to judge sentences for grammatical correctness. Additionally, participants are tasked with identifying incorrect grammatical structures and pinpointing specific errors. This methodology is rooted in the framework of the control-value theory (CVT). This research aims to contribute to the understanding of how emotional states influence linguistic judgments, which is essential for developing more effective cognitive and educational interventions. By aligning the experimental design with CVT, the researcher hypothesizes that emotional arousal induced by the stimuli may significantly impact the accuracy of grammatical judgment among the participants in the experimental group compared to those in the control group. This study’s implications extend beyond theoretical advancements in cognitive psychology, suggesting practical applications in educational settings and curriculum development focused on enhancing linguistic competencies.
... TBLT emphases that learners can apply the learned language in real-life contexts and situations. That is, the second language teaching should foreground meaningful communication and practical communication skills [5]. ...
The research aims to integrate competitiveness, cooperation and gamification in Freshman English course of a university of technology in Taiwan. Unlike western perspective-oriented materials, the course focuses on "localized materials" with a variety of teaching strategies such as task-based project, cooperative learning and gamification, creating learner-center learning environment. Students can learn language through not only "input process" but also "output process "to enhance their English proficiency. The research attempts to find out: 1. whether localized materials connecting with learners' life experience can generate their learning motivation. 2.whether task-based learning projects can facilitate learners' target language using in communication, lower learners' anxieties and build up their confidence. 3.whether the learning strategies of competitiveness and cooperation can enhance learners' learning effectiveness and learning autonomies. 4.whether gamification in evaluation of students' outcome performance can boost fun in learning. The goal of the course is to release vocational college students' English learning anxieties by implementing creative teaching materials and teaching strategies in class. Furthermore, students are able to acquire English speaking ability through meaningful contexts.
... A strong sense of professional identity fosters teachers' commitment to their roles and drives them to advocate for their educational philosophies while addressing challenges faced by students (Kumaravadivelu, 2012). The interplay between motivation and professional identity is essential, as motivated teachers are more likely to pursue continuous improvement in their practices and adapt to the dynamic needs of their learners (Dörnyei, 2013). The relational aspect of teachers' professional agency highlights the importance of collaboration with students, parents, and the broader school community. ...
Teacher agency plays a crucial role in teachers' professionalism and makes them capable of acting powerfully in their teaching context. The present study was an attempt to explore the role of the TPACK model in developing professional agency for English as a foreign language (EFL) student-teachers. We conducted a qualitative study in which seven TPACK sessions were held involving eight student-teachers. We analyzed data collected through narratives and interviews using deductive-inductive thematic analysis. The findings of the thematic analysis indicated that the TPACK model has a constructive role in developing EFL student-teachers' professional agency. The findings of this study showed that the TPACK model enhances the integration of technology with content and pedagogy, ultimately amplifying individuals' ideas and voices. Additionally, it allows educators to explore more effective teaching methods, resulting in increased motivation among teachers. A deeper understanding of technological knowledge empowers educators to seamlessly incorporate technology into their teaching practices. By providing teachers with a sense of ownership and expertise in the material they present, the TPACK model enables educators to make well-informed decisions and enhance their pedagogical knowledge, skills, and strategies to meet the evolving needs of their students and adapt to the changing educational environment.
... In explaining perception, behaviour, and learning, we also need to account for human intentions, goals, plans, and commitments (Androulakis, 2008;Ortega, 2009). These are influences that include volition and motivation and can make language learners succeed or fail (Albarracin et al., 2019;Dörnyei, 2001Dörnyei, , 2003Dörnyei, , 2009aDörnyei et al., 2006;Dörnyei, 2019a;Dörnyei, MacIntyre et al., 2015;Garcia de Blakeley et al., 2017;Ives et al., 2022). People are increasingly being forced to cross linguistic borders due to various reasons which, in turn, affect their motivation when learning a second language; for instance, war, poverty or climate change, with the numbers of involuntary language learners of all ages increasing (Long, 2015). ...
The aim of this study is to describe and discuss the unique motivational characteristics of adult immigrants and refugees learning Greek as a second language, characteristics related to the concept of investment in second language learning, based on the results of a qualitative study carried out in non-formal educational settings. Seventeen (17) participants attending Greek lessons in non-formal educational settings in Athens, Greece, were interviewed through semi-structured interviews. The data obtained was analysed using thematic analysis. The students were asked about the reasons they are learning Greek and what motivates them to invest in studying the language. The results of the thematic analysis show that the main motives driving the participants to invest in learning Greek in the research settings were threefold: instrumental, integrative, and related to the L2 learning environment. Learning Greek was considered as a chance that could lead to greater job opportunities, empowerment, and greater integration into the host society. Additionally, the results highlight the fact that the atmosphere in the specific educational settings being very friendly and relaxed was very important for the participants and enhanced their desire to invest in learning Greek in the specific settings. Finally, the social aspect was also significant for the immigrants and refugees, who considered participation in the classes as a means of greater socialisation with both locals and other immigrants. The study highlights that non-formal settings are better suited to migrants/refugees’ learning needs and can promote the social inclusion of vulnerable groups and their integration into the host society.
... Sosiaalista kielikäsitystä voidaan pitää kuluvan ja edellisten vuosikymmenten valtavirtaisena näkemyksenä kielenoppimisesta (Dufva 2019: 75). On huomattava, että tässä suhteessa ensikielen ja toisen kielen oppimisen tutkimusperinteet eroavat toisistaan: ensikielen, etenkin varhaisen kielenoppimisen tutkimus on sijoittunut perinteisesti melko tiiviisti psykolingvistiikan alueelle, mutta toisen kielen oppimista on tarkasteltu ennen kaikkea soveltavan kielentutkimuksen alalla, jossa puolestaan vallitsee sosiaalinen tutkimuskehys (Dörnyei 2008). ...
Aika ajoin herää keskustelu soveltavan kielentutkimuksen luonteesta. Yksimielisyyttä asiasta ei luonnollisesti ole, mutta tutkimusalan ytimessä on asemoituminen kielentutkimuksen ja eri toimintaympäristöjen väliin, mikä mahdollistaa monenlaisia tutkimuskohteita ja -asetelmia sekä yhteistyötä eri toimijoiden välillä. Vuoden 2023 AFinLAn syyssymposiumin ja 2024 vuosikirjan teemaksi valittiin Tutkimuksellisia siltoja rakentamassa. Tutkimuksellisilla silloilla tarkoitamme erilaisia yhteyksiä kaikilla tutkimuksen tasoilla, olipa kyse tutkimusmenetelmistä, aineistotyypeistä, teoriasuuntauksista, paradigmoista, kielikäsityksistä tai tieteenaloista. Tässä johdantoartikkelissa perustelemme teeman valintaa ja esittelemme julkaisuun valittuja artikkeleita, jotka tuovat esiin erilaisia tutkimuksellisia siltoja. Artikkeleissa käsitellään niin soveltavan kielentutkimuksen vankkaa ydinaluetta, kielikasvatusta, kuin kurotetaan muihinkin toimintaympäristöihin, joissa kieli ja kielenkäyttö ovat merkityksellinen osa ammatillista toimintaa. Tämä julkaisu osallistuu keskusteluun soveltavan kielentutkimuksen tutkimuskohteesta ja merkityksestä kielentutkimukselle. Julkaisun tavoitteena on laajentaa ja monipuolistaa soveltavan kielentutkimuksen piirissä tehtävää tutkimusta ja kannustaa pohtimaan uusia ja luovia ratkaisuja kielen ja sosiaalisen kontekstin vuorovaikutuksen tarkasteluun.
... Overall, the current study provides a comprehensive map of the relevant studies on PP in the FL education context, which may serve as a valuable resource for scholars and practitioners. The recent emergence of PP as a significant research area is particularly surprising given that psychology plays a significant role in fostering a more positive and successful language learning experience by promoting psychological well-being and a growth mindset (Dörnyei, 2009). Yet, despite the potential contributions that PP can make to the field, research in this area has been limited. ...
This bibliometric study examines the research trends, productivity, publication, and citation patterns of positive psychology in the field of foreign/second language education by analyzing 137 documents retrieved from the Web of Science (WoS) database between 2012-2022. Data analysis was conducted using various scientometric software, including MS Excel and Biblioshiny. Results reveal that the first publication on this topic appeared in 2012, with a major increase observed in 2021-2022, with the highest number of publications (n = 41) in 2022. The highest number of citations (n = 528) were observed in 2018. China was found to be the most productive country (n = 106), while Japan had the highest citation impact (n = 63). The most cited document received 198 citations. The study also found that the most frequently used word was "emotion" and the trending topic was positive psychology. The most productive university affiliation was found to be Birkbeck University of London in the UK.
... Mäntylä (2001) makes a distinction between incidental learning from intentional learning, arguing that in intentional learning participants receive prior notification that they will be assessed on the content they encounter, while incidental learning pertains to the testfree, spontaneous learning processes of everyday life. In essence, incidental learning transpires without the intense scrutiny of evaluation typically associated with formal academic study in institutions of higher learning (Dörnyei, 2009). ...
This study applies audio-assisted reading (AAR), a technique that provides multimedia input, to encourage incidental learning of the present perfect tense. The decision to choose this tense was informed by previous studies, which have shown that its multifunctional nature presents EFL learners with considerable challenges. Thirty-four Iranian EFL learners recruited through convenience sampling participated in this eight-week-long research. The learners were assigned to the experimental and control groups. The experimental group received the AAR instruction while the control group received reading-only instruction. The analysis of the data collected through pre-test, post-test, and delayed post-test indicated that the learners not only learned the target grammar structure significantly better through AAR, but also retained it longer. The findings of the study and the implications for language teaching and learning are discussed.
... It comprises multiple dimensions, namely emotion/empathy, meaning/motivation, perseverance, agency/autonomy, time, hardiness/habits of mind, intelligences, character strengths, and self-factors. The model emphasizes the importance of finding motivation and meaning in L2 learning (Dörnyei 2009). In sum, all these theories pinpoint the prominence of knowing and enhancing emotions in educators to engender positive feelings and emotional well-being in academia. ...
A large mass of research has reported the significance and power of positive psychology (PP) constructs in second/foreign language (L2) education. As an offshoot of PP, altruistic teaching, which highlights teaching without self-focus, has recently initiated its way into L2 research territory. However, the way altruistic teaching influences L2 students’ academic literacy skills such as abstract writing has been left uncharted, to date. To bridge this gap, the present study used an experimental design to investigate the contribution of altruistic teaching to 163 university students’ English abstract writing required in research articles. The results of t-test and ANOVA indicated a statistically significant difference between the learners’ research article abstract writing in the control and experimental groups in both the short and long run in light of altruistic teaching. The study discusses the results and presents the implications of altruistic teaching for L2 research and practice.
... As a result, the current study used it to ascertain how these psychological factors contribute to increased anxiety levels, which harm students' learning during classroom activities. Anxiety is cited by Dornyei (2013) as one of the five most widely recognized individual factors, alongside learning styles, learning strategies, and motivation. Anxiety is a prominent variable among these elements that significantly impact how well learners learn. ...
The study aims to explore the impact of anxiety on English learning for preparatory schools students in Iraq, specifically by revealing a strong connection between anxiety and academic challenges in the official context. Sixty-four participants (male and female) were randomly selected from the preparatory schools. The study discovered significant differences in the rates of learning English as a foreign language. The participants indicated a strong relationship between English tests and anxiety in classroom activities. The Chi-square test showed a positive relationship between the two variables: anxiety and speaking skills c2 (63,1),11.00=.003, p<0.05. On the contrary, the Chi-Square test revealed a negative correlation between anxiety and language skills, including listening, reading and writing skills, respectively. In comparison, the results demonstrate that the likelihood of females suffering an anxiety disorder is not statistically significantly higher compared to the case of males (t=.089, Sig.=.930). The participants obtained the lowest mean scores for the four language skills. Based on the responses provided by 31% of the participants to the FLCAS questionnaire (M= 25.3, SD= 3.2), speaking emerges as the most challenging skill for foreign language learners in preparatory schools. The study's recommendations underscore teachers' critical role in alleviating the adverse impact of anxiety on learning. Specifically, it suggests that teachers should identify the root cause of the anxiety and assist students in coping with anxiety while engaging in academic activities. Furthermore, they should establish a safe atmosphere for English learning, which could prove vital for future studies.
... Looking at the issue from career opportunity perspective, proficiency in spoken English enhances employability, especially in jobs that require communication, negotiation, and interaction with an English-speaking clientele or colleagues. Furthermore, improvement in speaking abilities boosts learners' confidence, encouraging them to engage more actively in language learning activities (Dörnyei, 2009). In Vietnam, university students have to study at least a foreign language (B1-CEFR) to meet the prerequisites for graduation. ...
This research paper investigates the effectiveness of interactive web pages as a supplementary tool for enhancing speaking skills among non-English majored students. By using survey research design with 122 students of English at The Banking Academy of Vietnam, the findings reveal some interesting results. Fluency aspect was believed the most beneficial aspect that interactive web pages can bring for students (M=4.01). Meanwhile, pronunciation obtained the least contribution to the improvement of speaking ability (M=2.69). However, further analysis indicated that the contributions of speaking aspects varied according to years of study. The mean of pronunciation aspect for Year1 (M = 3.57, SD = 0.58) was significantly larger than for Year 2 (M = 2.80, SD = 0.62), p < .001 and was significantly larger than for Year 3 (M = 2.21, SD = 0.38), p < .001. The result shows that students of year 1 believed that pronunciation was most enhanced through the use of interactive web pages (M=3.57) compared to M= 2.80; M=2.21 for year 2 and year 3 students respectively. The finding also reveals that the habits of using interactive web pages varied according to duration of study, i.e. first year students used pages to enhance speaking ability the least (M= 1.91) while the second year students use the most, M=4.33. The findings indicate that interactive web pages can significantly contribute to improving speaking skills among English majored students, providing valuable insights for educators and curriculum developers.
... Furthermore, the pivotal role of motivation in language learning is highlighted in the literature, with the selfdetermination theory by Deci and Ryan (1985) being particularly influential. This theory categorizes motivation into intrinsic, extrinsic, and amotivation, and has been widely referenced in second language research (Dörnyei, 2009;Dörnyei & Ushioda, 2011). Notably, Henry and Lamb (2020) applied this theory to investigate learners' engagement with various language learning technologies. ...
The current demand for integrating technology into English language instruction to engage students in meaningful conversations is pressing in the digital era. Despite this, research on employing Google tools for collaborative, task-based activities in English education is scarce, particularly in meeting the needs of today's digital learners and boosting their motivation. This study aims to bridge this research gap by evaluating the impact of using task-based Google's collaborative tools on creating a cooperative learning environment and increasing students’ engagement and motivation in English classes. Over one academic year, data were collected from 65 Saudi university students with varying levels of English proficiency using approximately 45 task-based activities administered using different Google tools. According to questionnaire results, motivation was a significant predictor of students' initiative and enjoyment in using these collaborative tools. The study confirms that students appreciate these Google tools and associates their use with increased motivation to learn English. These findings suggest that educators should align their teaching with the preferences of the digital generation by incorporating tools like Google Forms with preemptive feedback, Google Slides, and Google Docs to foster meaningful English learning. This approach can narrow the divide between traditional teaching methods and the preferred learning styles of digital learners. This study was conducted prior to the surge in Artificial Intelligence (AI) tools; the study also points out that the rise of AI has expedited the creation of task-based activities, warranting further consideration in educational practices.
... However, various factors, including biology and physiology, contribute to individuals' abilities to attain native-like pronunciation. Identity and language ego also play significant roles, with positive attitudes towards the target language and its speakers enhancing pronunciation learning (Dörnyei, 2009;Haider & Shakir, 2023). Learners who identify positively with the target language and its speakers are more likely to succeed in developing native-like pronunciation. ...
English is a vital medium for international communication and academic progress in Nepal, making the mastery of pronunciation crucial for students aiming to thrive in a globalized world. This study explores the intricate landscape of pronunciation instruction in English as a Foreign Language (EFL) settings, examining various perspectives, challenges and effective teaching methods. Factors influencing pronunciation acquisition include learners’ native language, exposure to the target language, motivation and instructional strategies. Pronunciation instruction covers phonemes, intonation, stress, rhythm and connected speech, all essential for effective spoken communication. Challenges in teaching pronunciation involve neglect, first language interference and reception issues, highlighting the need for innovative teaching strategies. Effective methods include minimal pairs, modeling and imitation, audio recordings, phonetic symbols, pronunciation drills, visual aids, error correction, contextualization and integration with other language skills. This study emphasizes the importance of a holistic approach to pronunciation instruction, raising awareness of its role in language education, and promoting continuous professional development for educators. Future research should explore innovative pronunciation teaching methods, considering new trends in language education and pedagogical advancements. By prioritizing pronunciation instruction and using evidence-based practices, educators can help learners achieve greater fluency, accuracy and confidence in spoken communication within diverse linguistic and cultural contexts.
... be explicitly expressed, such as explaining grammatical rules or vocabulary. Scholars generally concur that communicative competence primarily relies on implicit knowledge, given that swift and effortless access to this type of knowledge facilitates fluent communication (Dörnyei, 2009;Ellis, 2006). Teaching modes can be categorised into focus on meaning (FonM), focus on forms (FonFs), and focus on form (FonF), based on their underlying knowledge (Long, 1996). ...
The current study investigates how second language (L2) learners’ metacognition integrates practice strategies in self-regulated learning to develop speaking abilities. A Metacognitive Practice Speaking Strategy (MPSS) model was developed to explore specific configurations of metacognitive knowledge, metacognitive strategies, and practice strategies leading to favourable learning outcomes and to identify key contributing factors to proficiency. Semi-structured interviews were conducted with eighteen Taiwanese high school and university students. The findings indicate that high speaking proficiency learners’ task knowledge aligns with theories of second language acquisition (SLA). It informs metacognitive strategies to focus on real-world language use through online authentic materials and interaction with real people to gain both fluency and accuracy in speaking. Drawing on these findings, the paper presents a comprehensive list of strategies to assist L2 learners in effectively developing oral communicative competence, along with pedagogical implications. The study turns out to shed light on the integration of areas spanning language learner/learning strategies, SLA, and L2 pedagogies.
... 194). This represented a key shift in thinking towards more dynamic, situated, and complex understandings of learner psychology (Dörnyei, 2009b;Dörnyei & Ryan, 2015;Mercer et al., 2012). ...
Language learner psychology investigates the mental experiences, processes, thoughts, feelings, motives, and behaviors of individuals involved in language learning. Over the past few decades, this field has evolved from focusing on stable learner traits to embracing more dynamic, situated, and complex understandings of learner psychology. This entry traces the historical development of language learner psychology, outlines its key theoretical frameworks and constructs, and discusses current trends and methodological approaches. It highlights the field's shift towards more dynamic perspectives, the influence of positive psychology, and the growing recognition of its interdisciplinary nature. The entry concludes by emphasizing the continuing importance of language learner psychology in understanding and enhancing second language acquisition processes.
... Bandura's (1997Bandura's ( , 2006 conceptualization of self-efficacy (SE) emerges as a critical determinant in students' academic progress and motivation. Students with robust SE beliefs demonstrate heightened levels of effort, persistence, and goal orientation, as elucidated by Dörnyei (2009). Drawing on Bandura's social cognitive theory (1997), the findings suggest that mastery experiences and vicarious experiences play a crucial role in shaping students' SSE and motivation. ...
The main purpose of this study is to investigate the critical role of students' speaking self-efficacy, motivation and engagement during English online sessions. Additionally, the current research aims to provide a fresh perspective on addressing challenges such as low self-efficacy, speaking anxiety, and low motivation among the students, which may hinder effective communication in the target language. This study provides a valuable starting point for language educators and researchers to explore the potential benefits of incorporating interaction with non-native speakers in language learning settings. The action research design employed in this study, guided by the identified sources of self-efficacy proposed by Bandura (1994). The research was successfully carried out in a Compulsory Preparatory Group in Listening & Speaking sessions, where students' proficiency level in English was pre-intermediate (B1). The primary goal of English as a Foreign Language (EFL) learners in compulsory prep classes is to achieve mastery of English language skills. This proficiency is crucial as it enables the students to effectively engage with the extensive number of texts they will encounter, write essays, and, most importantly, communicate orally and deliver presentations in the target language once they transition to their respective faculties. Five guest-speakers from Egypt, Korea, Australia, Iran and Ethiopia were invited to join the sessions. The research procedure incorporates focus group discussions, enabling active student participation and feedback provision on each guest speaker, thereby promoting the development of speaking self-efficacy and boosting students’ motivation. Through this approach, students were exposed to essential opportunities for real-time language performance. The participation of foreigners in these sessions had a positive impact on students' English speaking self-efficacy and their overall performance. The findings of this research support the idea that integrating foreign guest-speakers effectively address challenges such as speaking anxiety, low self-efficacy, and low motivation among students in English online sessions.
... However, the current complex dynamic perspective to L2 motivation (Dornyei et al., 2015; allows the investigation of interactions among different components within a system. According to this dynamic model, the language learner may be conceptualized as a complex system including a dynamic repertoire of cognitive, affective, motivational, and behavioral features that are always interacting with each other (Dornyei, 2009). According to this perspective, a language learner may be affected by a various set of context-sensitive motivational factors at a time (Apple et al., 2016). ...
In this study, an explanatory sequential design was utilized to examine the impact of strategy-based instruction (SBI) on the writing performance and motivation of English as a Foreign Language (EFL) learners in a writing course. A total of 50 Chinese EFL students were selected from two intact classes and were randomly assigned to either the control group ( n = 24) or the experimental group ( n = 26). The experimental group received a sixteen-week metacognition training program integrated into the writing course, while the control group was provided with conventional writing instruction. Data collection was performed through timed writing tasks, a second language writing motivation scale, and semi-structured interviews. The results indicated that the experimental group exhibited a significant improvement in both writing performance and motivation, in comparison to the control group. This study provides empirical evidence for the benefits of SBI in promoting students’ writing competency and motivation. The findings have important implications for researchers and educators in the field of EFL writing instruction.
... The ought-to L2 self encompasses the perceived obligation to meet external expectations and avert negative outcomes. Finally, the L2 learning experience pertains to learners' educational experiences, influenced by pedagogical contexts such as instructors, peers, curriculum, and personal achievements (Dörnyei, 2005(Dörnyei, , 2009). ...
Students’ motivation and learning behavior are significantly impacted by parents’ participation and investment. It has been demonstrated that parental investment behavior could exert a direct effect on students’ L2 Motivational Self System (L2MSS) mediated by parental investment belief. Nevertheless, the relationship between components of parental investment behavior and students’ language learning motivation remains a topic necessitating further scholarly investigation. In response to this gap, we conducted a quantitative study involving a survey of 900 high school students to explore the relationship between students’ English learning motivation, as conceptualized by the L2 Motivational Self System and parental investment behavior based on a four-component model. The findings in this study indicated that high school students exhibited moderate levels of L2MSS and relatively low levels of parental investment behavior. Moreover, students’ L2MSS was found to have a significant positive correlation with the global parental investment behavior, with parental emotional investment behavior emerging as a positive predictor of high school students’ L2MSS. These results underscore the importance of parental provision of sufficient economic, relationship, knowledge, and emotional support in cultivating a nurturing and supportive familial context conducive to the development of students’ positive future selves.
This study examines the factors influencing English language achievement among non-English major undergraduate students in Thailand, with a specific focus on the differences between high-achieving and low-achieving learners. Conducted at Rajamangala University of Technology Lanna, this research adopts a mixed-methods approach, combining quantitative data from questionnaires and qualitative insights from semi-structured interviews. Three primary influencing factors were identified: student-related factors (e.g., motivation and self-regulated learning), teacher-related factors (e.g., pedagogical practices and teacher-student interactions), and environmental factors (e.g., availability of learning resources). Student motivation and self-regulation emerged as the strongest predictors of success, while teacher-related factors unexpectedly showed a negative influence, suggesting a misalignment between teaching strategies and student needs. Environmental factors, though positively perceived, had a less direct impact on outcomes. Practical implications include enhancing intrinsic motivation, adopting tailored teaching strategies to meet diverse learner needs, and strengthening teacher-student relationships to support low-achieving students. Policymakers are encouraged to address resource disparities and develop targeted interventions to enhance English language proficiency among students.
Neurolinguistics is an area that cannot be excluded from understanding language acquisition and processing, as it refers to the study of the relationship between language and the brain. This study tries to consider the scope of neurolinguistics in terms of functions, roles, and, more precisely, with regard to second language acquisition. In this regard, neurolinguistics is conceptualized as a discipline of linguistics aimed at underscoring the cerebral-physiological prerequisites of language in an attempt to link neuroscience with human communication. It is divided into two fields that include language acquisition and processing and language impairment. The neural bases of language learning, lateralization, and sensitive or critical periods are nevertheless the focus of neurolinguistics. How experience shapes dissimilarly the neural networks and structures of the brain has been found to give the appearance of multiple critical periods for language acquisition. Sex, task demands, language distance, and
The internationalization of higher education increasingly involves ‘Internationalization at a Distance’ (IaD), a modality that alters how students engage with learning communities across geographical and cultural divides. Despite its growing prevalence, the complexity of fostering student engagement in transnational settings remains underexplored. This study investigates the application of the Community of Inquiry (CoI) framework—comprising teaching, cognitive and social presence—within a transnational Master of Education programme delivered jointly by an Australian university and a Chinese educational institute. Findings reveal significant challenges in achieving robust CoI elements due to geographical separation and cultural disparities, which undermine effective engagement. In response, students developed Collaborative Cell Groups, informal, peer‐led communities that enhance engagement by localizing knowledge, fostering social cohesion and supplementing teaching presence. These groups illustrate both the potential and limitations of informal peer support within formal learning structures. By critically examining the interplay between formal and informal learning communities, this study offers new insights into optimizing engagement in cross‐cultural distance education.
Practitioner notes
What is already known about this topic? The Community of Inquiry (CoI) framework has been widely recognized for structuring online learning environments by fostering cognitive, social and teaching presence to support meaningful learning experiences.
Prior research has primarily examined the application of the CoI framework in domestic online education settings, with limited exploration of its effectiveness and challenges in cross‐cultural or transnational contexts like Internationalization at a Distance (IaD).
Existing studies suggest that while the CoI framework can provide a structured approach to enhancing engagement, its ability to fully support student participation may be hindered by factors, such as geographical separation and cultural disparities.
What this paper adds This study highlights the limitations of the CoI framework in fully supporting student engagement within IaD settings. Specifically, it demonstrates how cultural and geographical divides between students and instructors can hinder the effective establishment of teaching, cognitive and social presence.
To address these challenges, the paper introduces the concept of Collaborative Cell Groups (CCGs)—informal, peer‐led communities strategically designed to enhance engagement. By localizing knowledge, fostering culturally responsive peer support, and bridging social and cognitive divides, CCGs complement and extend the CoI framework. Unlike general social media‐based interactions, CCGs operate with a structured intent to overcome the unique barriers faced in transnational and cross‐cultural educational contexts.
Implications for practice and/or policy Educational institutions should consider facilitating the formation of peer‐led informal learning groups to support student engagement and learning outcomes in transnational education programmes.
Policies should emphasize the need for culturally adaptive learning frameworks that integrate both formal instructional guidance and informal peer collaboration to overcome the challenges of geographically and culturally dispersed learning environments.
This study examines the institutional factors influencing the effectiveness
of bilingual education in primary schools within the Ledzokuku
Municipality of Accra, Ghana. This study uses a mixed methods
approach, and the research explores the interplay between teacher
training, resource availability, administrative support, and community
involvement in the success of bilingual education programs. A case study
at Adom Primary School provides in-depth insights into the experiences
of educators, administrators, and parents, while a survey of 200 educators
and administrators offers a broader perspective. Qualitative findings
emphasize the need for comprehensive teacher training and the critical
role of community support in supplementing school resources. Teachers
desire more extensive training to deliver instruction confidently in a
second language. The case study reveals the significant impact of
community involvement in overcoming resource limitations, suggesting
local engagement as a strategic asset for bilingual education. Quantitative
results corroborate these insights, showing significant positive
correlations between teacher training hours, resource availability, and
program effectiveness. Regression analysis indicates that teacher training
and resource availability are significant predictors of program
effectiveness, underscoring the need for targeted investments in these
areas. The study identifies challenges such as a shortage of qualified
bilingual teachers, resource scarcity, and the complexity of aligning
language policies with community expectations. Recommendations
include developing robust teacher training programs, increasing resource
allocation, and fostering community-school partnerships. This research
contributes to the literature by providing a nuanced understanding of the
institutional factors impacting bilingual education in a Ghanaian context,
with implications for educational policy and practice.
Oyun, çocuklar için en iyi öğrenme aracıdır. Çocuklar sadece dil öğrenmek
için okula gitmezler. Onlar için temel motivasyon kaynağı eğlenerek öğrenmektir.
Bu kitap çocuklara yabancı dil öğretiminin temellerini, teorik altyapısını, çocuklarla
kullanılabilecek birçok pratik oyun ve etkinlikleri ve bu oyun ve etkinliklerle
ile ilgili öğretmen adaylarının görüşlerini içerir.
Türkiye’de yabancı dil öğrenenlerin büyük çoğunluğunun İngilizce öğrendikleri
düşünüldüğünde kitap daha çok İngilizce öğretilirken dikkat edilen yöntem,
teknik ve aktiviteleri içerir. Ana dil gelişiminde de faydalı olabilecek tüm bu
teorik bilgiler, oyunlar ve etkinlikler; okul öncesi, ilkokul ve ortaokul seviyelerinde
yabancı dil öğretimi için kullanılabilir. Kitap akademisyenler ve öğretmen
adayları için de birçok teorik bilgi ve pratik uygulamaları bünyesinde barındırdığından
önemli bir kaynak niteliğindedir.
Teaching is an art that needs articulation concerning the learner's ability and willingness to comprehend. A teacher is a facilitator who establishes a connecting link between the coursework content provided and the receiver. The facilitator is expected to grasp the cord of the learner and differentiate in his approach towards the technical professionals, who are individuals with specialized knowledge and skills in a particular field, as well as humanities pursuers. It is challenging for the teacher to develop an interest and guide these technical professionals to study the foreign language parallel to the running core courses. Technical professionals emphasize their core subject areas significantly, as they need help understanding the relevance of learning a foreign language during their training. Thus, developing the concept of advantages associated with learning a foreign language among the students lies entirely on the service provider. The cliché of the classroom should collaborate with the intelligent methodology of teaching adopted by the imparter and show his firm belief in the students. This article is an ardent effort to discuss the issues and deliver suggestions to enhance students' interest in foreign languages and evolve to explore the chain of learning experiences.
This study investigates the comparative study which concentrates on the impact of the two types of feedback: recast vs. metalinguistic, as an intervention in second language writing in English in Pakistan to reduce error essay writing. Written corrective feedback is a process which is introduced by educationists and psychologists which attracts the attention of the learner and stimulates him to improve his cognition by the direction given by teachers. Mixed method is used to evaluate the effect of these two types of feedback at intermediate level in Pakistan. Quasi experimental method was used to evaluate the development of the student in the destined writing by using test in the form of pre-test and post-test. The problems which are persisted in the text are exposed in the interviews that had paid little attention to the feedback comments. The collected data is analyzed through Statistical Package for Social Sciences. The finding reveals an overall effect indicating the written corrective feedback has a potential to enhance the second language writing grammatical accuracy. The results of this study highlights that metalinguistic feedback is more efficacious than its near counterpart recast.
The recent introduction of positive psychology (PP) to second language acquisition (SLA) has led to increased interest in researching the relationship between language learning and various positive emotions. Despite this, the concept of learner altruistic teaching has been relatively understudied, compared to other PP aspects. In particular, studies on learner altruistic teaching and English reading comprehension skill have been notably absent. To address this gap, this intervention study aimed to investigate whether learners’ altruistic teaching had a significant effect on their English reading comprehension skill. The study used a mixed-methods sequential explanatory design with a comparison group pretest–posttest experimental design. It involved 116 Iranian learners of English as a foreign language (EFL). The study included three internet-based Test of English as a Foreign Language (TOEFL iBT) reading sections, reflective frames, and semi-structured interviews. The results of independent-samples t-tests and repeated-measures ANOVAs suggested that altruistic teaching had an instructional effect on learners’ English reading comprehension skill. Additionally, the results of the qualitative data pointed to several themes, including enjoyment, responsibility for one another, intimacy, engagement, motivation, success, and self-appreciation in learners. Altogether, the study suggested that learners’ altruistic teaching can significantly enhance their English reading comprehension skill by creating a sense of enjoyment, responsibility, intimacy, engagement, motivation, success, and self-appreciation among learners. The article concludes by discussing the theoretical and pedagogical implications of the study. Finally, it offers suggestions for further research and highlights limitations.
This study investigates the challenges faced by advanced L2 learners of French in mastering the subjunctive mood, with a particular focus on their ability to recognize contexts where the subjunctive is not required. The primary objectives were to identify common error patterns, analyze the impact of verb conjugation on learner performance, and assess the effectiveness of current instructional practices. A sentence completion task was administered to 200 advanced L2 French learners, and the data were analyzed using both quantitative and qualitative methods to uncover the frequency and nature of errors in subjunctive usage. The results revealed that learners frequently default to using the subjunctive mood in contexts where it is not required, particularly when dealing with impersonal expressions and irregular verb forms. The error rate was significantly higher in second and third conjugation verbs compared to first conjugation verbs, highlighting the impact of morphological complexity. The findings suggest that current teaching methods, which often emphasize rule-based instruction, may not adequately prepare learners to apply the subjunctive in context-sensitive ways. The study concludes that a shift towards more contextualized and communicative teaching approaches is needed to help learners develop a deeper understanding of the subjunctive mood. These findings have important implications for curriculum design and teacher training in the field of second language acquisition. Résumé Cette étude examine les défis auxquels sont confrontés les apprenants avancés de français langue seconde (L2) dans la maîtrise du mode subjonctif, en mettant particulièrement l'accent sur leur capacité à reconnaître les contextes où le subjonctif n'est pas requis. Les principaux objectifs étaient d'identifier les erreurs les plus courantes, d'analyser l'impact de la conjugaison verbale sur la performance des apprenants, et d'évaluer l'efficacité des pratiques pédagogiques actuelles. Un exercice de complétion de phrases a été administré à 200 apprenants avancés de français L2, et les données ont été analysées à l'aide de méthodes quantitatives et qualitatives pour révéler la fréquence et la nature des erreurs dans l'utilisation du subjonctif. Les résultats ont révélé que les apprenants ont souvent tendance à utiliser par défaut le mode subjonctif dans des contextes où il n'est pas nécessaire, notamment lorsqu'ils sont confrontés à des expressions impersonnelles et à des verbes irréguliers. Le taux d'erreur était significativement plus élevé pour les verbes des deuxième et troisième groupes comparé à ceux du premier groupe, soulignant l'impact IJFMR220314408 Volume 4, Issue 3, May-June 2022 2 de la complexité morphologique. Les conclusions suggèrent que les méthodes d'enseignement actuelles, qui mettent souvent l'accent sur l'apprentissage des règles, ne préparent pas adéquatement les apprenants à appliquer le subjonctif de manière contextuelle. L'étude conclut qu'un changement vers des approches pédagogiques plus contextualisées et communicatives est nécessaire pour aider les apprenants à développer une compréhension plus profonde du mode subjonctif. Ces résultats ont des implications importantes pour la conception des programmes et la formation des enseignants dans le domaine de l'acquisition des langues secondes. Mots-clés : subjonctif français, acquisition L2, erreurs fréquentes, conjugaison verbale, enseignement contextualisé, apprenants avancés 1. Introduction The subjunctive mood in French, characterized by its use in expressing doubt, emotion, desire, and hypothetical situations, represents one of the most challenging aspects of French grammar for second language (L2) learners. Despite its critical role in achieving linguistic proficiency, the subjunctive mood is often a stumbling block for learners, particularly those whose first language (L1) does not have a direct grammatical equivalent. This difficulty is compounded by the abstract nature of the subjunctive, which requires not only a mastery of its morphological and syntactic forms but also an understanding of the nuanced contexts in which it is appropriately used or avoided. In the field of second language acquisition (SLA), much research has focused on the difficulties that L2 learners face in mastering complex grammatical structures like the subjunctive. Previous studies have highlighted the significant challenges associated with recognizing and correctly applying the subjunctive mood in various contexts, often pointing to learners' tendency to rely on surface-level grammatical cues rather than a deep understanding of the subjunctive's underlying rules (Howard, 2008; Ayoun, 2013). However, there remains a gap in understanding the specific contexts in which learners most frequently err, particularly in distinguishing when the subjunctive mood should not be used. This research seeks to address this gap by exploring the ability of advanced L2 French learners to recognize and correctly avoid the use of the subjunctive in contexts where the indicative mood is required. Through a detailed analysis of error patterns in a sentence completion task, this study examines the specific grammatical structures that pose the greatest challenges to learners, with a particular focus on impersonal expressions and irregular verb forms. The research aims to uncover not only the frequency of these errors but also the underlying factors that contribute to them, such as the complexity of verb conjugation and the instructional methods employed. The primary objectives of this study are threefold: first, to identify the error patterns associated with the misuse of the subjunctive mood in non-subjunctive contexts; second, to analyze the influence of verb conjugation on learner performance; and third, to assess the effectiveness of current teaching practices in addressing these challenges. By addressing these objectives, the study seeks to provide insights that can inform more effective pedagogical strategies for teaching the subjunctive mood in French, ultimately contributing to improved language proficiency among L2 learners. The research is guided by the following questions: What are the most common error patterns among L2 learners when distinguishing between subjunctive and non-subjunctive contexts? How does the complexity of verb conjugation affect learners' ability to correctly apply the subjunctive? What implications do these findings have for the design of instructional practices aimed at improving subjunctive usage among L2 learners? In addressing these
As discussed in this volume, several cognitive and affective factors influence language learning. Cognitive factors such as attention and working memory determine how learners process language. While some affective factors such as anxiety negatively influence the psychological wellbeing of learners, others such as metacognition and multiple intelligences can enhance language learning. In addition, language learning disorders and other external factors such as bullying can hinder the cognitive and affective mechanisms that are influential in language learning. The volume highlighted that TESOL practitioners need to understand these factors in order to analyze individual learner characteristics and use appropriate teaching approaches, methods, and activities in the classroom. This chapter reflects on whether TESOL practitioners have knowledge of these aspects, if not why not, and how this volume enhances their understanding of the role cognitive factors play in the language classroom. The chapter also provides some suggestions on how both theoretical and practical knowledge of these factors can be better communicated to TESOL practitioners in future.
The aim of this research is to look at the effectiveness of cartoon based learning to improve speaking skills. Researchers used a qualitative method. The subject was a Junior High Schooler student (SMP). Research results will show the effectiveness of cartoon base learning from observation and interviews. Cartoons were rated for their effectiveness on improving learning outcomes. The findings and presentation skills improved and their confidence to speak in front of the class increased, students also learned technology which is beneficial for their study and future career. Therefore, suggests that teachers consider this aid in theaching-learning processes.
The presence of language barriers in multicultural military situations poses distinct obstacles that can have a substantial impact on operational efficiency and the overall success of missions. In recent decades, the rise of multinational military operations has heightened the importance of efficient cross-linguistic communication. Psycholinguistics provides useful insights into the processing and comprehension of language by individuals, illuminating the cognitive processes involved in multilingual communication. Military leaders can enhance their communication in varied operational environments by comprehending the psychological dynamics involved and devising more efficient techniques to overcome language obstacles. This essay will examine the convergence of language barriers, psycholinguistics, and operational efficiency in multicultural military settings, emphasizing the significance of tackling linguistic diversity to improve mission effectiveness and foster successful collaborative endeavor.
Alors que les recherches concernant l’influence de l’âge et de la durée de résidence sur le développement linguistique en langues étrangères et secondes abondent, il reste toujours difficile de faire émerger des tendances générales. Les études sur ces facteurs sont relativement rares concernant les publics d’adultes migrants et notamment ceux inscrits dans des dispositifs de formation intensive à visée professionnelle. Notre recherche s’est appuyée sur une collecte de données quantitatives et qualitatives auprès de plus de 70 stagiaires de niveau A0 qui ont suivi une formation longue (448 heures) pendant 16 semaines dans un centre de langues de la CCI Campus Alsace avec pour objectif principal l’accès à l’emploi (partenariat avec Pôle Emploi). Les analyses montrent que le facteur âge affecte très faiblement le niveau final en fin de formation (en moyenne A2+). La durée de résidence (jusqu’à 8 ans sur le territoire français avant le début de la formation) n’a aucun impact sur le développement linguistique. L’exploration des profils des stagiaires ne permet pas de faire émerger des facteurs explicatifs traditionnellement mobilisés dans les études sur l’âge et la durée de résidence (langue première, vieillissement cognitif, affiliation, niveau de scolarisation). Il est donc recommandé aux responsables de formation d’inclure dans les formations intensives à visée professionnelle des stagiaires de tout âge indépendamment de leur temps de présence sur le territoire français.
Bu çalışmada Türkçeyi yabancı dil olarak öğrenen temel düzeydeki Arapça
konuşurlarının sesli okuma ve konuşma etkinlikleri sırasında yapmış oldukları sesletim hatalarını tespit etmek; bu hataları ana dili etkisi, cinsiyet ve yaş değişkenleri ekseninde incelemek amaçlanmıştır. Araştırmanın katılımcıları benzeşik (homojen) örnekleme yöntemiyle seçilen, Azez ve Afrin Yunus Emre Türk Kültür Merkezlerindeki temel düzey kurslarında Türkçe öğrenen 91 öğreniciden oluşmaktadır. Çalışmada ana dilinin yanı sıra yaş ve cinsiyet değişkenlerinin sesletim becerisindeki etkisini tespit etmek amaçlandığından araştırmaya 58 yetişkin (32 erkek-26 kadın) ve 33 çocuk (18 erkek-15 kız) katılım göstermiştir. Parçalı-parçalarüstü birimlerdeki sesletim hatalarını tespit edebilmek için okuma metinleri, ana dili konuşurları (6 yetişkin-6 çocuk) tarafından da sesletilmiştir.
Yabancı dil öğrenicilerinin hedef dil konuşurlarıyla iletişime geçmesinin yolu; anlaşılır,
akıcı ve doğru konuşma becerisinden geçer. Bu sebeple Diller İçin Avrupa Ortak
Başvuru Metni’nde (D-AOBM), sesletim becerisinin kazandırılmasına yönelik
kazanımlar konuşma dilinin nitel özellikleri ve sesbilimsel denetim ölçeği başlığı
altında sunulmuştur. Buna göre öğrenici hedef dilin seslerini ancak C2 düzeyinde
açıklık ve netlikle sesletebilir hâle gelmektedir. Ancak bireylerin temel düzeyden
itibaren hedef dilin parçalı-parçalarüstü özelliklerini sınırlı alanda da olsa
kullanabileceğine yönelik kazanımlara da yer verilmiştir. Söz konusu sesletim
kazanımlarının öğrenici tarafından elde edilip edilmediğinin anlaşılmasının yolu; geçerli ve güvenilir araştırmalarla mümkündür. Bu sebeple temel düzey Türkçe öğretimi setlerinden seçilen 12 okuma metni ve 4 bağımsız konuşma sorusu öğrenicilere sunulmuş, öğrenicilerin sesli okuma ve konuşma performansları kayıt altına alınmıştır.
Verilerin incelenmesinde Praat (Boersma ve Weenink, 2024) ses analizi programından yararlanılmıştır. Öğrenicilerin ve ana dili konuşurlarının ses kayıtlarından elde edilen veriler, Python programlama diliyle grafikleştirilmiş; nitel araştırma desenlerinden betimsel analiz ve içerik analiziyle incelenerek yorumlanmıştır. Araştırma sonucunda öğrenicilerin parçalı birimlerdeki sesletim hatalarının kritik dönem hipotezini destekleyecek nitelikte olduğu tespit edilmiştir. Çocukların farklı nitelikteki ünlüler ve ünsüzlerle kurulan hece birliklerini sesletmekte yetişkinlerden daha başarılı olduğu ancak cinsiyet değişkeni açısından incelendiğinde yetişkinlerde erkeklerin, çocuklarda ise kızların Türkçenin sesbirimlerini üretmekte daha az güçlük yaşadığı bulgusuna ulaşılmıştır. Ana dili engeli açısından analiz edildiğinde ise öğrenicilerin ana dilinin fonetik envanterinde bulunmayan seslerden sırasıyla en çok /ü/, daha sonra /ö/, akabinde /ı/ ve son olarak /o/ ile kurulan hece birliklerini üretmekte sorun yaşadığı görülmüştür. Ayrıca öğreniciler, Türkçe sözcük ve cümle vurgularında da ana dilinden olumsuz aktarımlar yapmıştır. Öğrenicilerin sosyal olarak anlaşılır düzeyde aksan hedefine ulaşabilmesi ve iletişim engellerini aşabilmesi amacıyla öğreticilere, program tasarlayıcılara ve araştırmacılara öneriler sunulmuştur.
In English education, the significance of a learner's mother tongue is often a complex and underestimated factor. This chapter explores the multifaceted influence of integrating and using a learner's mother tongue in learning English. The article extensively explores the advantages of using your mother tongue as a bridge to learning English, highlighting its role in improving understanding, promoting cultural consciousness, and improving overall linguistic competence. This discussion focuses on the importance of culturally relevant material, using familiar linguistic elements for learning facilitation and promoting a sense of identity and pride in linguistic heritage. With the primary objective of fostering more effective and inclusive learning environments, this chapter aims to advocate a balanced and strategic integration of the mother tongue into English-language education. This will be achieved by examining various methodologies and practical applications.
In the wake of the global financial crisis, India's
Information Technology (IT) sector has emerged as a critical
driver of economic growth and resilience. This paper examines
the pivotal role played by the IT industry in sustaining India's
economy during times of global uncertainty. Through a
comprehensive analysis of industry trends, government policies,
and macroeconomic indicators, this study explores how India's
IT sector has not only weathered the storm of the financial crisis
but also catalyzed economic expansion. The IT sector in India
has demonstrated remarkable adaptability and innovation,
leveraging technological advancements to drive efficiency,
productivity, and competitiveness across various sectors. The
outsourcing model, which initially propelled India's IT industry onto the global stage, has evolved into a more sophisticated
ecosystem encompassing software development, digital services,
and emerging technologies such as artificial intelligence, cloud
computing, and blockchain.
Furthermore, government initiatives aimed at promoting
digitalization, entrepreneurship, and skill development have
provided a conducive environment for the growth of the IT
sector. Policies such as Digital India, Startup India, and Skill
India have fostered an ecosystem that nurtures innovation,
attracts investments, and enhances India's global competitiveness
in the digital economy. Despite global economic headwinds,
India's IT sector continues to demonstrate robust growth,
contributing significantly to employment generation, export
earnings, and GDP growth. The resilience of the IT industry has
not only cushioned the impact of the global financial crisis on
India's economy but has also positioned the country as a key
player in the global digital landscape. This paper underscores the
importance of leveraging information technology as a strategic
tool for economic development and emphasizes the need for
sustained investment in digital infrastructure, human capital, and
innovation ecosystems. By harnessing the transformative power
of technology, India can navigate through turbulent economic
waters and emerge as a powerhouse of innovation and growth on
the global stage. Additionally, evidence that the current problem
is an urgent necessity is becoming more commonly accepted.
From this vantage point, the present crisis obtains historical and
economic significance.
submitted her PhD thesis in Translation Studies, with her research focusing on the Tirukkural. Prior to her doctoral studies, she completed her Master's in English and Culture Studies at Christ University in Bangalore. She is also a prolific researcher with several notable publications in the fields of Translation Studies, Disability Studies, and Subaltern Studies. Her work in Translation Studies casts light on the nuances and challenges of cross-cultural translation. Her publications reflect her commitment to interdisciplinary scholarship and social justice issues. Chris Tina David is not only dedicated to her research but also actively engages with the academic community through participation in international and national workshops and conferences. Her presence in these forums has enriched her understanding of global perspectives in her field and has facilitated valuable collaborations with scholars from diverse backgrounds. Reviewer-1 Jagirdar Lubna Batool is a dynamic professional with a diverse educational background, holding M.Sc and M.Ed degrees, and achieving success in prestigious exams like UGC-NET and SET in Education. Currently serving as a Senior Research Scholar at the Department of Education, Dr. Babasaheb Aambedkar Marathwada University-CSN (Aurangabad), she brings over four years of valuable teaching experience along with a deep understanding of Educational Psychology. Actively engaged in academic discourse, she has participated in over 60 webinars, seminars, and conferences, contributing significantly to the field. Her extensive research, published in national and international journals, reflects her dedication to advancing knowledge. Furthermore, her role as a Mentor for Exploring Emerging Technologies for Lifelong Learning and Success, issued by the State University of New York, USA, demonstrates her commitment to innovation and excellence in education.
Japanese government internationalisation initiatives in recent years have aimed to create undergraduate courses that nurture “global human resources”. These initiatives involve objectives associated with developing skills, attitudes, and knowledge related to foreign language skills and intercultural understanding. However, educators at Japanese universities responsible for their development and implementation often lack adequate guidance to achieve such objectives. To address this gap, the author employed an interdisciplinary approach to establish a framework for cultivating global human resources, by means of a qualitative inquiry involving visual and narrative methods carried out over a one-semester period. The study's results emphasise the transformative and personal relationships that learners establish when engaging in the development of global human resources, a perspective that is mostly absent in the intercultural competence literature. Moreover, this study underlines the importance of producing and implementing interdisciplinary educational solutions that encourage university students to become personally invested in developing global human resources, contributing to the advancement of knowledge in the field.
This book brings together contributions from the leaders of the language learning motivation field. The varied chapters demonstrate how Gardner's work remains integral to a diverse range of contemporary theoretical issues underlying the psychology of language, even today, 60 years after the publication of Gardner and Lambert's seminal 1959 paper. The chapters cover a wide selection of topics related to applied linguistics, second language acquisition, social psychology, sociology, methodology and historical issues. The book advances thinking on cutting-edge topics in these diverse areas, providing a wealth of information for both students and established scholars that show the continuing and future importance of Gardner and Lambert's ideas.
This article (actually a chapter in Nick Ellis's book "Explicit and Implicit learning of languages" published by Academic Press in 1994), makes the case for associative and cognitive processes in humans. It's one of the first attempts to argue for a dual process theory of learning that explicitly draws on comparative psychology to characterise the role that associative learning plays in humans. It's updated in the more recent "Associations and Propositions" paper in the journal "Neurobiology of Learning and Memory" in 2014.
McLaren, I.P.L., Green, R.E.A. and Mackintosh, N.J. (1994). Animal learning and the implicit/explicit distinction. In N.C. Ellis (Ed.) Implicit and explicit learning of languages. Academic Press.
In Hungarian, distinguishing subjects and objects in transitive clauses requires the processing of five m ajor types of cues: subject-verb agreement-marking, object-verb agreement-marking, case-marking, anim acy and word order. Two studies examined the relative strength of these cues in a sentence interpretation task. Because Hungarian has a “double agreement-marking” system, it was possible to compare the relative strengths of the two types of agreement-marking. Despite the fact that object-verb agreement is a fully deterministic grammatical marker, the studies showed that this type of agreement has a very weak impact on sentence processing. This weakness is dem onstrated in two experiments, the first using only sentences with definite objects and the second varying the definiteness of the object. The weakness of the object-verb cue is attributed to its lower contrast availability. The preservation of this marking in the Hungarian language is testimony to the diachronic tenacity of morphological markings when they become em bedded in complex grammatical paradigms.
A rich variety of factors have been proposed as possible determinants of differences in the ease of processing of relative clauses. These determinants include the grammatical role of the head, the shape of surface order configurations the occurence of interruptions of the main clause, and the presence or absence of morphological cues. The strict SVO word order of English makes it so that subject-modifying relatives necessarily interrupt the main clause, thus confounding the effects of role and interruption determinants. Hungarian, with its variable word order, allows us to achieve a somewhat better understanding of the separate effects of roles, configurations, interruptions, and morphological cues. A study using 144 different restrictive relative clause patterns in Hungarian provided evidence for the importance of three determinants of relative clause processing. First, the importance of perspective maintenance was indicated by the fact that SS sentences were the easiest to process and that SO were the most difficult. Second, the extreme difficulty subjects had in processing NNV sentences with a relative clause modifying the second noun indicated the importance of limits on fragment construction of chunks in a bottom-up parsing process. The use of antecedent tagging to mark extraposed relatives in SOV languages with variable order such as Hungarian and Georgian also indicated the importance of limits on fragment construction. Third, the conflict between focusing in the relative clause and focusing in the main clause indicated the importance of focus maintenance. A variety of other proposed determinants were found to be of little importance in accounting for the processing of relative clauses in Hungarian.
"Montreal high school students studying French as a second language completed a battery of tests including measures of linguistic aptitude, verbal intelligence, and various attitudinal and motivational characteristics. Analysis of the intercorrelations of these tests yielded two orthogonal factors equally related to ratings of achievement in French: a "linguistic aptitude" and a "motivational" factor. It was also found that maximum prediction of success in second-language acquisition was obtained from tests of: verbal intelligence, intensity of motivation to learn the other language, students' purposes in studying that language, and one index of linguistic aptitude." From Psyc Abstracts 36:05:5KL66G. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Offering a timely snapshot of current theory and research in the field of psychology in foreign language learning, this book is accessible to both specialists and non-specialists. Each chapter focuses on a different psychological construct and provides an overview of current thinking in the area drawing on insights from educational psychology. © Sarah Mercer, Stephen Ryan and Marion Williams 2012., their respective authors 2012, Zoltán Dörnyei 2012.
Cognition is not just ‘in the head’; it extends well beyond the skull and the skin. Non‐Cartesian Cognitive Science views cognition as being embodied, environmentally embedded, enacted, encultured, and socially distributed. The Douglas Fir Group (2016) likewise recognizes languages as emergent, social, integrated phenomena. Language is the quintessence of distributed cognition. Language cognition is shared across naturally occurring, culturally constituted, communicative activities. Usage affects learning and it affects languages, too. These are essential components of a theory of language cognition. This article summarizes these developments within cognitive science before considering implications for language research and teaching, especially as these concern usage‐based language learning and cognition in second language and multilingual contexts. Here, I prioritize research involving corpus‐, computational‐, and psycho‐linguistics, and cognitive psychological, complex adaptive system, and network science investigations of learner–language interactions. But there are many other implications. Looking at languages through any one single lens does not do the phenomena justice. Taking the social turn does not entail restricting our research focus to the social. Nor does it obviate more traditional approaches to second language acquisition. Instead it calls for greater transdisciplinarity, diversity, and collaborative work.
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 decade, the focus of inquiry into the psychology of SLA has shifted from the analysis of various characteristics within individuals towards a greater consideration of individuals’ dynamic interactions with diverse contexts. This revisit of the bestselling The Psychology of the Language Learner reflects on these developments by challenging some of the assumptions upon which the original text was based, maintaining the familiar structure of the original, while situating the discussion within a very different theoretical framework.
This article argues for the need to reconcile symbolist and connectionist accounts of (second) language learning by propounding nine claims, aimed at integrating accounts of the representation, processing and acquisition of second language (L2) knowledge. Knowledge representation is claimed to be possible both in the form of symbols and rules and in the form of networks with layers of hidden units representing knowledge in a distributed, subsymbolic way. Implicit learning is the construction of knowledge in the form of such networks. The strength of association between the network nodes changes in the beginning stages of learning with accumulating exposure, following a power law (automatization). Network parts may attain the status equivalent to ‘symbols’. Explicit learning is the deliberate construction of verbalizable knowledge in the form of symbols (concepts) and rules. The article argues for a nonnativist, emergentist view of first language learning and adopts its own version of what could be called a non-interface position in L2 learning: although explicit knowledge cannot turn into implicit knowledge through practice, it is argued that explicit learning and practice often form efficient ways of mastering an L2 by creating opportunities for implicit learning.
Practice as a necessity for learning a second language has been a tacit assumption among language teachers for quite some time; however, the concept has not been widely considered from a theoretical perspective until now. This volume of twelve original articles focuses on the topic, with attention to the four skill areas of reading, writing, listening and speaking. The contributors explore a number of questions including what kind of practice is most effective, in what contexts, and for what kinds of learners. This text will serve as a valuable resource and reference for second-language educators and researchers alike.
This paper considers how implicit and explicit knowledge are
dissociable but cooperative. It reviews various psychological and
neurobiological processes by which explicit knowledge of form-meaning
associations impacts upon implicit language learning. The interface is
dynamic: It happens transiently during conscious processing, but the
influence upon implicit cognition endures thereafter. The primary
conscious involvement in SLA is the explicit learning involved in the
initial registration of pattern recognizers for constructions that are
then tuned and integrated into the system by implicit learning during
subsequent input processing. Neural systems in the prefrontal cortex
involved in working memory provide attentional selection, perceptual
integration, and the unification of consciousness. Neural systems in the
hippocampus then bind these disparate cortical representations into
unitary episodic representations. These are the mechanisms by which
Schmidt's (1990) noticing helps
solve Quine's (1960) problem of referential
indeterminacy. Explicit memories can also guide the conscious building of
novel linguistic utterances through processes of analogy. Formulas,
slot-and-frame patterns, drills, and declarative pedagogical grammar rules
all contribute to the conscious creation of utterances whose subsequent
usage promotes implicit learning and proceduralization. Flawed output can
prompt focused feedback by way of recasts that present learners with
psycholinguistic data ready for explicit analysis. Other processes of
acquisition from output include differentiation, analysis, and preemption.
These processes of conscious construction in working memory underpin
relationships between individual differences in working memory capacities
and language learning aptitude. a
Knowing, using and learning a language are forms of what is often called cognition. Ideally, theories of cognition account
for its representation, processing, and acquisition. Linguists in the generative school and connectionists give radically
different accounts of these three dimensions of cognition, and therefore hold different views on the acquisition of speaking,
listening, reading, and writing skills in a second language. Recent developments in cognitive science also result in new definitions
of implicit and explicit learning, different from Krashen’s notions of acquisition and learning that have influenced L2 pedagogy
for more than 20 years. The chapter focuses on fluency, emphasizing the importance for L2 learners to automatize their word
recognition skills in listening and reading and their word retrieval skills in speaking and writing. With regard to explicit
grammar instruction, it is argued that although explicit knowledge cannot be transformed into implicit knowledge neurophysiologically,
explicit grammar instruction may indirectly be beneficial to the establishment of implicit knowledge.
We conducted three experiments on sentence understanding by Hungarian preschool children. According to the competition model, the listener uses verbal cues in a probabilistic manner to make judgments concerning the grammatical roles of the different noun phrases in a sentence. The order in which children develop control of these cues is said to depend on cue validity. The cues manipulated in these experiments included case marking, word order, animacy, stress, phonological detectability, and person of the possessor. The studies examined the impact of these cues on the choice of an agent. The results were well predicted by the competition model. Experiments 2 and 3 indicated that ungrammatical sentences are processed in ways similar to comparable grammatical sentences, thus supporting the ecological validity of the experimental method and of previous research based on the use of this method. There was also evidence for the use in Hungarian of (1) a first-noun-as-agent strategy, (2) a preverbal-definite-noun-as-agent strategy, and (3) a strategy of choosing the agent as the noun closest to ego. Although case marking was the strongest cue at all ages, its strength in Experiment 1 at the youngest ages was less than what would be predicted by cue validity alone. Experiments 2 and 3 indicate that this delay in acquisition may result from certain problems with phonological detectability of the accusative suffix in Hungarian. It is proposed that cues cannot be acquired unless they are detectable. Together with cue validity, the notion of cue detectability allows us to account properly for the cross-linguistic data currently available on the development of comprehension strategies for simple sentences. In the discussion section, we consider implications of the competition model for the general theory of cognitive development.
Two experiments were carried out to investigate the process by which Ss respond to the statistical nature of the stimulus array, a process defined as “implicit learning”. An artificial grammar was used to generate the stimuli. Experiment I showed that Ss learned to become increasingly sensitive to the grammatical structure of the stimuli, but little was revealed about the nature of such learning. Experiment II showed that information gathered about the grammar in a memorization task could be extended to a recognition task with new stimuli. Various analyses of the data strongly implied that Ss were learning to respond to the general grammatical nature of the stimuli, rather than learning to respond according to specific coding systems imposed upon the stimuli. It was argued that this “implicit” learning is similar in nature to the “differentiation” process of perceptual learning espoused by Gibson and Gibson (1955).
Usage-based and form-focused language acquisition: The associative learning of constructions, learned-attention, and the limited L2 endstate
- N C Ellis
How languages are learned
- P M Lightbown
- N Spada
- PM Lightbown
New perspectives on the history of cognitive science
- C Pléh
- L Gurova
From integrative motivation to directed motivational currents: The evolution of the understanding of L2 motivation over three decades
- Z Dörnyei