Zoltán Dörnyei’s research while affiliated with University of Nottingham and other places

... As Dörnyei (2020) notes, most of the time the rate and success of L2 learning is determined by L2 learners' motivation. It serves as the primary force to start L2 learning and subsequently, acts as the primary impetus to keep the tedious and often lengthy L2 learning processes (Dörnyei, 2018;Rezaeian et al., 2021). Motivation is a multidimensional concept facilitating engagement that, accordingly, accelerates learning achievement. ...

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A mixed-methods study on the effects of online dynamic assessment on L2 learners' motivation and speaking anxiety: Beyond the classroom perspectives

... They are able to choose and apply various learning strategies that suit their specific tasks. Additionally, vibrant learners demonstrate confidence, self-discipline (Chamorro-Premuzic & Furnham, 2003) and strong communication skills, all of which are closely tied to their motivation for language learning (Dörnyei & Henry, 2022). These students are highly engaged in their learning process and have the necessary beliefs to effectively achieve their online language learning goals. ...

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Applying the online language learners' characteristics model in connection with various personality traits: A latent profile analysis

... AI-assisted can also affect the attitude of EFL learners towards learning English. Indeed, positive attitudes towards language learning have been found crucial for prolonged involvement and achievements in the development of new competencies (Dörnyei, 2009). Portfolio assessments within AI-assisted environments are a substantial factor contributing to those attitudes since there is the possibility of shaping these assessments as interactive, personalized, and meaningful. ...

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Portfolio assessment in AI-enhanced learning environments: a pathway to emotion regulation, mindfulness, and language learning attitudes

... Research has investigated the impact of L2 teaching from a transfer perspective; however, the focus has been on actual transfer rather than transfer motivation (Benson, 2016;Cheng, 2007;Currie, 1999;Green, 2015;Haghighi et al., 2019;Hill et al., 2020;James, 2006;Jwa, 2019;Law & Fong, 2020;Shrestha, 2017;Wilson & Soblo, 2020;Yayli, 2011). Furthermore, research has investigated the impact of L2 teaching on motivation; however, the focus has been motivation to learn rather than motivation to transfer learning (Bernaus & Gardner, 2008;Dörnyei & Csizér, 1998;Guilloteaux, 2013;Guilloteaux & Dörnyei, 2008;Papi & Abdollahzadeh, 2012;Vlaeva & Dörnyei, 2021). ...

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Teaching for transfer of second language learning: A proposed research agenda

... Most studies in the field of L2 motivation focus on students. As Dörnyei (2019) aptly argued that this is due to the fact that applied linguists, similarly to psychologists, are mainly interested in learners. However, when L2 motivation in the classroom is investigated, one cannot avoid examining the role of the teacher, both in terms of their direct and indirect impacts on students' motivation. ...

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L2 Motivation and Language Learning

... According to experts, there are many different types of motivations, and each motivation plays an essential part in TESOL. According to Dornyei and Cohen, motivation can be divided into two types based on purpose and goal: instrumental orientation and integrative orientation [4,5] . Clearly, these students have both motivations: they need to learn English for their future career and engage with the English community on a regular basis. ...

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Factors Influencing TESOL from a Learner’s Perspective

... In this study, motivation is approached from an in-context, relational view (Dörnyei & Ushioda, 2021;Ushioda, 2013) to refer to the undergirding personal, contextual, and historical drives and factors that direct a person's actions and, as discussed in Darvin and Norton (2021), their investment in specific situated practices to achieve their goals. ...

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(De)Motivating Factors Among TESOL Professionals Writing in English for Publication From South America

... The term motivation is derived from the Latin verb movere meaning 'to move. ' Movement, in this context, falls short of fully defining the term motivation, which involves self-awareness and engagement through goal setting, choice, effort, endurance, persistence, purpose, reason, and regulation to pursue action (Fumagalli et al., 2015;Dornyei and Ushioda, 2021). Motivation requires self-regulation for its distinct role in the pursuit of a treatment outcomes when barriers challenge long-term goals. ...

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Patient empowerment: A critical evaluation and prescription for a foundational definition

... Guided by complexity theory, the understanding of learner characteristics has dramatically switched from the aggregation of independent, relatively stable, distinctly definable, monolithic variables to viewing these characteristics as '"integral" to the overall learning process' (Dörnyei, 2017: 80), in which multiple mental complexes interact with each other and the environment synchronically and diachronically (Dörnyei, 2017). This reframing is useful for investigating how learners are dynamically influenced by a combination of self and environment (Dörnyei & Ryan, 2015). ...

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‘It’s Difficult, but I Don’t Care’:: Relationships Between Learner Characteristics and Self-Perceived Language Challenges among EMI Students in China

... Upon examining the existing research on NPRM and, indeed, the impact of role modeling more broadly on learning processes, the work of Bandura (1977Bandura ( , 1997 on self-efficacy is a central theoretical influence (Dörnyei & Murphey, 2003;Muir et al., 2021;Murphey & Arao, 2001). Bandura (1977Bandura ( , 1997 discussed the impact of vicarious experience-observing others succeeding or failing in a given task-on self-efficacy beliefs. ...

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Exploring the impact of near-peer role modeling on learners' basic psychological needs: Insights from English classes in Japanese higher education