Search

This study examined the influence of teachers' use of face threat mitigation (FTM) strategies on English as a foreign language (EFL) learners' state motivation, motivation to process instructional materials, vision of their ideal L2 self, and L2 achievement in a distance course. To this end, sixty-three EFL learners were assigned into one of the two conditions: high FTM condition and low FTM condition. In the high FTM condition, the teacher buffered the threats to the students' face needs via the use of FTM tactics. In the low FTM condition, the teacher's interventions were, on the other hand, direct and without any efforts to mitigate the possible threats. The results indicated that teachers' efforts to positively redress their instructional feedback interventions can positively influence EFL learners' state motivation and motivation to process instructional materials, can promote their vision of their ideal L2 self, and can contribute to language learning success. The study concluded that the way EFL teachers communicate their feedback interventions is as important as, or even more subtle than the forms and the modality of feedback they select. [ABSTRACT FROM AUTHOR]

The present study aims to explore the relationships between the variables – experience abroad, self-efficacy, and self-perceived proficiency – and the self-concept in the L2 Motivational System and identify which of these variables contribute more to its explanation. Research data on 197 Korean university students majoring in English related studies were collected and analyzed using simple and hierarchical multiple regressions. This study re-confirms ideal L2 self as being more influential on motivated learning behavior than ought-to L2 self, which is consistent with many previous studies. It was also found that experience abroad is statistically related to ideal L2 self, but not to ought-to L2 self, which means, as experience abroad increases, ideal L2 self is likely to be enhanced. The results also identified the crucial role of self-efficacy in the formation of ideal L2 self while taking experience abroad into account. Additionally, the students' ideal L2 self was found to be more readily explained by their proficiency in communicative skills than that of academic skills. [ABSTRACT FROM AUTHOR]

This study employed a large-scale cross-sectional survey (n = 443) to develop and validate second language (L2) regulatory styles [Noels et al. 2000. "Why are You Learning a Second Language? Motivational Orientations and Self-Determination Theory." Language Learning 50 (1): 57–85] in the sample of successful English learners in an English as a second language context. Confirmatory factor analysis was used in this study to test five different models and the preferred model identified as many as six factors of regulatory style (i.e. intrinsic knowledge, intrinsic accomplishment, integrated regulation, identified regulation, introjected regulation and external regulation) in that context. Integrated regulation was the most endorsed factor among all regulatory styles, and it had a medium correlation with identified regulation. Different from Noels and her colleagues' proposition [Noels, Clément, and Pelletier 2001. "Intrinsic, Extrinsic, and Integrative Orientations of French Canadian Learners of English." Canadian Modern Language Review 57 (3): 424–442] that it was hard to differentiate integrated regulation from identified regulation, the findings of this study suggest otherwise, and L2 regulatory styles would do well to extend its scope to allow for integrated regulation as a separate entity. Thus, foreign language teachers are expected to help students internalise the behaviour of this foreign language learning into their own goals or needs. That behaviour contributes to an individual's psychological well-being [Ryan and Deci 2000. "Self-Determination Theory and the Facilitation of Intrinsic Motivation, Social Development, and Well-being." American Psychologist 55: 68–78] and then contribute to an ideal L2 self. Introjected regulation was rejected, signifying that successful L2 learners need more autonomous motivation to be high achievers. Therefore, it is suggested that the specifics of a language proficiency group and different learning contexts as well should be taken into account in the future study on language learners' motivations. [ABSTRACT FROM AUTHOR]

Research on the L2 Motivational Self System has drawn considerable attention in Second Language Acquisition. Previous studies have discussed the system itself, its basic concepts and their relationships to such affective variables as anxiety in various L2 learning contexts. The findings of these studies suggest that (1) having a clearer image of one's ideal L2 self might facilitate motivated L2 learning behaviour, (2) affective variables can promote or hinder learners' will to envision their ideal L2 selves, and (3) the system has both theoretical and pedagogical implications for L2 learner autonomy. The present survey study aimed to validate the system among Japanese English as a Foreign Language (EFL) learners in two groups, whose learning contexts made it respectively easier and harder to formulate a clear image of an ideal L2 self. Survey data were analysed using multiple-group structural equation modelling. Results showed that the proposed model fitted both groups, but the relationships among variables in the model were different according to the group. The study also illustrated the dynamic interplay of affective variables (e.g. anxiety, self-efficacy) and the basic tenets of the system thereby providing us with useful insights into L2 learner autonomy. [ABSTRACT FROM PUBLISHER]

The main objective of this paper is to explore how two different intervention programmes that were based on Dörnyei's L2 Motivational Self System succeeded in motivating Chinese university students to learn English by enhancing their vision of their Ideal L2 Self. One was a voluntary programme at a university in England, whereas the other was conducted within a compulsory credit-bearing English course at a university in Hong Kong. In spite of the differences between the two programmes, including the design of the interventions, the tasks employed, the length of the programmes and the types of students who participated in the study, the findings revealed that both programmes were effective in motivating the participants to learn English and increasing their linguistic self-confidence through strengthening their vision of their Ideal L2 Self, and making their goals clearer and more specific. Lessons learned from the two pioneering programmes and recommendations for future similar programmes will be discussed. [ABSTRACT FROM PUBLISHER]