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    Wyświetlanie 1-8 z 8
    Tytuł:
    Creative writing for publication: An action research study of motivation, engagement, and language development in Argentinian secondary schools
    Autorzy:
    Banegas, Darío Luis
    Lowe, Robert J.
    Powiązania:
    https://bibliotekanauki.pl/articles/1902580.pdf
    Data publikacji:
    2021-09-13
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    motivation
    engagement
    creative writing
    L2 learning experience
    Opis:
    There has been much research on the connections between second language (L2) writing and learner motivation. However, few studies have focused on contexts in which L2 learning is mandatory, rather than elective. This technical action research-based study evaluated a project in which teenage learners in Argentina were engaged in creative writing tasks, with the goal of including their final written pieces in a formal publication. Through focus group interviews and group discussions, it was found that the project had increased the motivation not only of the learners, but also of the teachers. Further, the study highlights the importance of making such writing tasks student-centered, and calls attention to the role played by the teachers in motivating and engaging students. The study suggests that effort should be made to develop more initiatives in formal education settings in order to motivate and engage learners involved in mandatory language study.
    Źródło:
    Studies in Second Language Learning and Teaching; 2021, 11, 3; 401-421
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    A study of retrospective and concurrent foreign language learning experiences: A comparative interview study in Hungary
    Autorzy:
    Csizér, Kata
    Kálmán, Csaba
    Powiązania:
    https://bibliotekanauki.pl/articles/780883.pdf
    Data publikacji:
    2019
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    L2 motivation
    L2 learning experience
    contact experiences
    attributions
    Opis:
    Despite the fact that the influence of learning experiences on foreign language learning motivation has been widely acknowledged and emphasised, there are hardly any studies concentrating on these learning experiences. Hence, the aim of this study is to map the language learning experiences of former and current language learners in order to provide a detailed account of the possible components of the foreign language learning experience. Data were collected with the help of a qualitative interview schedule involving 22 language learners in two subsamples. Ten participants are English language teachers as former foreign language learners, while 12 students, current learners of English, have also been recruited. The most important result of our study is that foreign language learning experience seems to be a complex construct including immediate and present aspects as well as self-related components and attributions. Language learning success, the teacher’s personality, contact experiences, as well as attitudes towards the L2 seem to stand out as important components for both groups of learners. Apart from discussing the differences and similarities between retrospective and concurrent experiences, we will provide pedagogical and research-related implications as well.
    Źródło:
    Studies in Second Language Learning and Teaching; 2019, 9, 1; 225-246
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Towards a better understanding of the L2 Learning Experience, the Cinderella of the L2 Motivational Self System
    Autorzy:
    Dörnyei, Zoltán
    Powiązania:
    https://bibliotekanauki.pl/articles/780537.pdf
    Data publikacji:
    2019
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    L2 Motivational Self System
    L2 Learning Experience
    engagement
    motivated behavior
    Opis:
    The theoretical emphasis within the L2 Motivational Self System has typically been on the two future self-guides representing possible (ideal and ought-to) selves, leaving the third main dimension of the construct, the L2 Learning Experience, somewhat undertheorized. Yet, this third component is not secondary in importance, as evidenced by empirical studies that consistently indicate that the L2 Learning Experience is not only a strong predictor of various criterion measures but is often the most powerful predictor of motivated behavior. This paper begins with an analysis of possible reasons for this neglect and then draws on the notion of student engagement in educational psychology to offer a theoretical framework for the concept. It is proposed that the L2 Learning Experience may be defined as the perceived quality of the learners’ engagement with various aspects of the language learning process.
    Źródło:
    Studies in Second Language Learning and Teaching; 2019, 9, 1; 19-30
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Reframing the L2 learning experience as narrative reconstructions of classroom learning
    Autorzy:
    Hiver, Phil
    Obando, Gabriel
    Sang, Yuan
    Tahmouresi, Somayeh
    Zhou, Ashlee
    Zhou, Yang
    Powiązania:
    https://bibliotekanauki.pl/articles/780545.pdf
    Data publikacji:
    2019
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    L2 learning experience
    language learning story interview
    qualitative comparative analysis
    Opis:
    In this study we investigate the situated and dynamic nature of the L2 learning experience through a newly-purposed instrument called the Language Learning Story Interview, adapted from McAdams’ life story interview (2007). Using critical case sampling, data were collected from an equal number of learners of various L2s (e.g., Arabic, English, Mandarin, Spanish) and analyzed using qualitative comparative analysis (Rihoux & Ragin, 2009). Through our data analysis, we demonstrate how language learners construct overarching narratives of the L2 learning experience and what the characteristic features and components that make up these narratives are. Our results provide evidence for prototypical nuclear scenes (McAdams et al., 2004) as well as core specifications and parameters of learners’ narrative accounts of the L2 learning experience. We discuss how these shape motivation and language learning behavior.
    Źródło:
    Studies in Second Language Learning and Teaching; 2019, 9, 1; 83-116
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The impact of semester-abroad experiences on post-sojourn L2 motivation
    Autorzy:
    Du, Xujia
    Powiązania:
    https://bibliotekanauki.pl/articles/780569.pdf
    Data publikacji:
    2019
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    L2 motivation
    L2 learning experience in study abroad
    post-sojourn phase
    critical reflection
    Opis:
    Numerous studies have examined sojourners’ L2 motivation during their stay abroad. Much remains unknown about the impact of study abroad (SA) experiences on their L2 motivation after they return to the home environment. This study tracked the English learning motivation of three Chinese university students from immediately after their semester-long exchange program in an English-speaking country until six months after the sojourn. The participants were requested to complete a questionnaire and took part in an interview immediately following their re-entry and another interview six months later. The participants’ post-sojourn English learning motivation was influenced by their L2 selves and the context they were situated in. The motivational capacity of SA experiences was manifested in its profound impact on the participants’ ideal L2 self-images. Satisfactory SA experiences contributed to an ideal L2 self with higher L2 proficiency and international posture, whereas unsatisfactory experiences led to a lessening role of L2 in the participants’ future work and life. The findings also reveal that the participants’ understandings of both their positive and negative SA experiences became fossilized after the sojourn. Some practical implications were discussed for higher education institutions to optimize the post-sojourn motivational impact of SA programs.
    Źródło:
    Studies in Second Language Learning and Teaching; 2019, 9, 1; 117-155
    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:
    A Study of Chinese University English Majors’ L2 Motivational Self
    Eine Studie zur Ego-Motivation beim Erwerb einer Zweitsprache bei chinesischen Studierenden der englischen Philologie
    Autorzy:
    Liu, Meihua
    Powiązania:
    https://bibliotekanauki.pl/articles/1182383.pdf
    Data publikacji:
    2021-01-18
    Wydawca:
    Wydawnictwo Uniwersytetu Śląskiego
    Tematy:
    L2 motivational self
    L2 motivation
    ideal L2 self
    ought-to L2 self
    L2 learning experience
    motivierende l2-persönlichkeit
    motivation zum erlernen einer zweitsprache
    ‚ideales ich‘
    sprachlernziele
    spracherfahrung
    Opis:
    As a highly important affective variable, motivation has always been a focus of research in second/foreign language (SL/FL) learning and proved to play a critical role in SL/FL learning. Even so, considering the complex and dynamic nature of SL/FL motivation, it always deserves research. Guided by the newly proposed framework of L2 Motivational Self System (Dörnyei, 2005, 2009), the present mixed-method study hence explored Chinese English majors’ L2 motivational self. One hundred and one English majors from a prestigious university in Beijing answered the questionnaire and 15 of them were interviewed in the present study. Analyses of the data revealed the following main findings: 1) the participants were generally highly motivated to learn English, had vivid images of themselves as proficient English users in the future, had positive appraisals of their L2 learning experiences, and had a moderately good perception of their ought-to L2 self, 2) senior students reported having significantly higher ideal L2 self and held more positive attitudes towards English learning experience. Based on these findings, some pedagogical implications and suggestions for future research are discussed.
    Als eine bedeutende affektive Variable hat die Motivation immer die Aufmerksamkeit der Forscher des Lernprozesses einer Zweit-/Fremdsprache (SL/FL) auf sich gezogen und spielt dabei eine Schlüsselrolle, was in den bisherigen Untersuchungen nachgewiesen wurde. Angesichts der Komplexität und Dynamik verdient die Motivation dennoch Aufmerksamkeit. Angeregt durch das vor kurzem von Dörnyei (2005, 2009) vorgeschlagene „Modell der motivierenden Persönlichkeit der Zweitsprache“ untersucht diese Studie das „motivierende Ego“ von chinesischen Studierenden der englischen Philologie, indem die gemischten Forschungsansätze angewendet werden. 101 Studierende der renommierten Peking-Universität nahmen an der Umfrage teil, und 15 davon beteiligten sich auch am Interview. Die Analyse der gesammelten Informationen ergab Folgendes: 1) die Probanden waren im Allgemeinen zum Lernen hoch motiviert, hatten ihre deutlich herauskristallisierte Vision von sich selbst als künftig kompetente Verwender des Englischen, schätzten ihre bisherigen Erfahrungen mit dem Sprachenlernen positiv ein und bewerteten ziemlich zuverlässig die Mängel ihres eigenen „zweitsprachlichen Ichs“; 2) Studierende der letzten Jahre erklärten einen deutlich höheren Sprachstandard als ihre gewünschte „zweitsprachliche Identität“ und stellten eine positivere Wahrnehmung ihrer eigenen sprachlichen Erfahrung dar. Diese Schlussfolgerungen ermöglichen es, die Diskussion über pädagogische Implikationen zu entwickeln und die Richtungen für weitere Studien zu umreißen.
    Źródło:
    Theory and Practice of Second Language Acquisition; 2020, 6, 2; 67-85
    2450-5455
    2451-2125
    Pojawia się w:
    Theory and Practice of Second Language Acquisition
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Motivation and demotivation over two years: A case study of English language learners in Japan
    Autorzy:
    Kikuchi, Keita
    Powiązania:
    https://bibliotekanauki.pl/articles/780573.pdf
    Data publikacji:
    2019
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    learning experience
    L2 motivational self system
    motivational trajectories
    Opis:
    This paper is about four Japanese university students majoring in international studies, who participated in a two-year study examining changes in their motivation. Using monthly interviews and a 29-item questionnaire on Dörnyei’s (2005) L2 motivational self system that was administered alongside each interview, the trajectories of learner motivation were investigated, based on both quantitative and qualitative data. First, changes in the participants’ motivation were identified using quantitative data. Next, a variety of motivators and demotivators that learners experienced both inside and outside of their classrooms were analyzed using the qualitative data. With the data obtained, this study focuses on how four learners’ language learning motivation and contexts adapt to each other, and how the dynamics of the four learners’ motivation changes due to their learning experiences. Each learner was different in their trajectory of motivation and the kinds of motivators and demotivators that they experienced in their particular contexts. The four learners underwent unique motivators and demotivators, and reacted differently. While participants identified their ideal L2 selves, or ought-to L2 selves, these self-guides were not strengthened by their L2 experiences over time. Based on these findings, the importance of studying the rich experiences of language learners in motivation research is discussed.
    Źródło:
    Studies in Second Language Learning and Teaching; 2019, 9, 1; 157-175
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-8 z 8

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