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    Wyświetlanie 1-4 z 4
    Tytuł:
    Unconscious motivation. Part I: Implicit attitudes toward L2 speakers
    Autorzy:
    Al-Hoorie, Ali H.
    Powiązania:
    https://bibliotekanauki.pl/articles/780935.pdf
    Data publikacji:
    2016
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    implicit attitudes
    Implicit Association Test
    motivation
    ideal L2 self
    explicit–implicit correspondence
    Opis:
    This paper reports the first investigation in the second language acquisition field assessing learners’ implicit attitudes using the Implicit Association Test, a computerized reaction-time measure. Examination of the explicit and implicit attitudes of Arab learners of English (N = 365) showed that, particularly for males, implicit attitudes toward L2 speakers are associated with self-reported openness to the L2 group and with strength of correlations among attitudinal and motivational variables. Implicit attitudes also moderated important paths in the L2 Motivational Self System. The paper concludes that implicit attitudes seem to be a meaningful individual difference variable, adding a new dimension to our understanding of language motivation.
    Źródło:
    Studies in Second Language Learning and Teaching; 2016, 6, 3; 423-454
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The L2 motivational self system: A meta-analysis
    Autorzy:
    Al-Hoorie, Ali H.
    Powiązania:
    https://bibliotekanauki.pl/articles/780731.pdf
    Data publikacji:
    2018
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    ideal L2 self
    ought-to L2 self
    L2 learning experience
    L2 motivational self system
    self-guides
    Opis:
    This article reports the first meta-analysis of the L2 motivational self system (Dörnyei, 2005, 2009). A total of 32 research reports, involving 39 unique samples and 32,078 language learners, were meta-analyzed. The results showed that the three components of the L2 motivational self system (the ideal L2 self, the ought-to L2 self, and the L2 learning experience) were significant predictors of subjective intended effort (rs = .61, .38, and .41, respectively), though weaker predictors of objective measures of achievement (rs = .20, -.05, and .17). Substantial heterogeneity was also observed in most of these correlations. The results also suggest that the strong correlation between the L2 learning experience and intended effort reported in the literature is, due to substantial wording overlap, partly an artifact of lack of discriminant validity between these two scales. Implications of these results and directions for future research are discussed.
    Źródło:
    Studies in Second Language Learning and Teaching; 2018, 8, 4; 721-754
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Unconscious motivation. Part II: Implicit attitudes and L2 achievement
    Autorzy:
    Al-Hoorie, Ali H.
    Powiązania:
    https://bibliotekanauki.pl/articles/781065.pdf
    Data publikacji:
    2016
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    motivation
    implicit attitudes
    Implicit Association Test
    social desirability
    explicit–implicit correspondence
    Opis:
    This paper investigates the attitudinal/motivational predictors of second language (L2) academic achievement. Young adult learners of English as a foreign language (N = 311) completed several self-report measures and the SingleTarget Implicit Association Test. Examination of the motivational profiles of high and low achievers revealed that attachment to the L1 community and the ought-to L2 self were negatively associated with achievement, while explicit attitudes toward the L2 course and implicit attitudes toward L2 speakers were positively associated with it. The relationship between implicit attitudes and achievement could not be explained either by social desirability or by other cognitive confounds, and remained significant after controlling for explicit self-report measures. Explicit–implicit congruence also revealed a similar pattern, in that congruent learners were more open to the L2 community and obtained higher achievement. The results also showed that neither the ideal L2 self nor intended effort had any association with actual L2 achievement, and that intended effort was particularly prone to social desirability biases. Implications of these findings are discussed.
    Źródło:
    Studies in Second Language Learning and Teaching; 2016, 6, 4; 619-649
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Directed motivational currents: A systematic review
    Autorzy:
    Jahedizadeh, Safoura
    Al-Hoorie, Ali H.
    Powiązania:
    https://bibliotekanauki.pl/articles/2051521.pdf
    Data publikacji:
    2021-12-26
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    directed motivational currents
    DMC
    sustained flow
    systematic review
    language learning
    language motivation
    Opis:
    Directed motivational currents, unique and intense goal-directed motivational surges lasting over a period of time, have received increasing attention recently. This article reports the first systematic review of this phenomenon. A total of 21 reports appearing between 2013 and 2020 were included in the analysis. The results show that the majority of empirical reports were small-scale qualitative studies (median = 18 participants). The evidence on the three characteristics proposed as necessary and/or distinguishing conditions of directed motivational currents (vision, salient facilitative structure, and positive affect) is inconclusive due to the presence of directed motivational currents cases not exhibiting these features, and the absence of direct comparative analyses with non-directed motivational currents cases. A few intervention studies (N = 4) were conducted, but their results are also inconclusive due to a number of methodological limitations. Contrary to the claim that directed motivational current experiences are the “optimal form” of motivation, the results additionally showed that these experiences could lead to intense stress, anxiety, depression, sleeplessness, and panic attacks, thereby raising ethical concerns about deliberately inducing directed motivational currents in learners. We conclude that, although the concept of directed motivational currents is promising, more research is needed to reach a better understanding of its potential. We end this article by suggesting directions for future research into directed motivational currents, including renaming them as sustained flow.
    Źródło:
    Studies in Second Language Learning and Teaching; 2021, 11, 4; 517-541
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-4 z 4

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