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This descriptive phenomenological qualitative study aimed to explore the learners’ lived experiences towards learning the English language to further generate a theory for second language learning among students. Twenty first year college enrollees who belong to the top 25 in the college entrance examination were purposively selected as the research participants of the study. They were asked to answer the semi-structured interview questions. Following the steps in data analysis of Braun and Clarke (2006), their responses were analyzed. Based on the responses of the research participants, there were 3 themes that emerged – The Push, The Roller-Coaster Ride, and The Dream. It was revealed that their English language learning experiences vary depending on the kind of motivation they have to either be interested or disinterested to learn the second language. Furthermore, their actual performance in their English classes differ basically because they were still influenced by their personal attitude towards the language being learned. In the end, the research participants still expressed their aspirations on the ideal language class they hope to have.

Motivacija za učenje stranoga jezika ima značajnu ulogu u ovladavanju stranim jezikom jer pruža početni poticaj potreban za početak učenja i sustavnu potporu osobi koji uči određeni jezik. Premda je često spominjana, motivacija je u suštini složen i eklektičan konstrukt, koji su brojni istraživači pokušali definirati i predstaviti u okviru raznih teorija i modela. Međutim, glavnina svjetskih motivacijskih istraživanja usmjerena je na engleski jezik pa se stoga ovo doktorsko istraživanje usmjerilo na strane jezike osim engleskoga (STRAJEN). Cilj je ovoga doktorskog istraživanja utvrđivanje primjenjivosti konstrukta Inojezični motivacijski pojam o sebi (IMPOS) s proširenjima Sadašnje stranojezično ja (SASTRAJ) i Idealno višejezično ja (IVIŠAJ) u istraživanju motivacije studenata za učenje romanskih jezika (talijanskoga, španjolskoga i francuskoga jezika) u hrvatskomu sveučilišnom kontekstu. Ovim su se istraživanjem nastojali utvrditi odgovori na pitanja o postojanju: (1) jezično specifičnoga Idealnoga stranojezičnog ja; (2) razlike između Sadašnjega i Idealnoga stranojezičnog ja i njezine moguće povezanosti s motiviranim jezičnim ponašanjem; (3) povezanosti motiviranoga jezičnog ponašanja s iskustvom učenja; (4) Idealnoga višejezičnog ja i njegove potencijalne povezanosti s motiviranim jezičnim ponašanjem. Rezultati istraživanja potvrdili su primjenjivost konstrukta Inojezični motivacijski pojam o sebi (IMPOS) s proširenjima Sadašnje stranojezično ja (SASTRAJ) i Idealno višejezično ja (IVIŠAJ) u istraživanjima motivacije za učenje romanskih jezika hrvatskomu kontekstu na sveučilišnoj razini. Nadalje, istraživanjem je potvrđena prikladnost instrumenta pod nazivom Upitnik za istraživanje motivacije za učenje stranih jezika na sveučilišnoj razini. Kod studenata talijanskoga i francuskoga jezika utvrđeno je postojanje jezično specifičnoga samovodiča Idealno stranojezično ja, a kod studenata španjolskoga jezika ta hipoteza nije potvrđena, a razlog tomu su kontekstualni čimbenici (zastupljenost španjolskoga jezika kroz neformalne sadržaje). Studenti na završnim godinama studija imaju manju razliku između Sadašnjega stranojezičnog ja (SASTRAJ) i Idealnoga stranojezičnog ja (ISTRAJ) u odnosu na studente na početnoj godini studija kod kojih je ta razlika veća. Suprotno očekivanjima, studenti ulažu više truda što je manja razlika između njihova SASTRAJ-a i ISTRAJ-a, a razlog tomu su također kontekstualni čimbenici (neupoznatost s visokim zahtjevima studijskih programa, koja dovodi do demotiviranosti na početnoj godini studija). Rezultati istraživanja potvrdili su da studenti koji imaju pozitivniji stav prema učenju ciljnoga stranog jezika ulažu više truda u učenje stranoga jezika. Hrvatski studenti romanskih jezika imaju razvijeno Idealno višejezično ja (IVIŠAJ), a studenti talijanskoga i francuskoga jezika koji imaju razvijeniji IVIŠAJ ulažu više truda u učenje ciljnoga stranog jezika u odnosu na one studente koji imaju manje razvijen IVIŠAJ. Isto nije utvrđeno kod studenata španjolskoga jezika, a razlog su tome već navedeni kontekstualni čimbenici. Foreign language learning motivation has a significant role in second language acquisition because it offers the initial impetus necessary for initiating the learning as well as the systematic support to a foreign language learner. Despite its common occurrence in daily communication, motivation is a rather complex and eclectic construct which lead various researchers to offer numerous definitions, theories and models in order to present its complexity. The majority of the global motivational research is focused on English so this doctoral research focused on languages other than English (LOTEs). The aim of this doctoral research is to confirm the applicability of the L2 Motivational Self System (L2MSS) with the addition of Current L2 Self and the Ideal Multilingual Self in researching the students’ motivation to learn Romance languages (Italian, French and Spanish) in Croatian university context. This research set out to inquire about the existence of: (1) the language specific Ideal L2 self; (2) the difference between the Current L2 Self and the Ideal L2 self as well as its possible connection with the motivated language learning behaviour; (3) the connection of the motivated language learning behaviour and the language learning experience; (4) the Ideal L2 Self and its possible connection to the motivated language learning behaviour. Having examined the four research questions, the research set out to verify the following hypotheses: (1.) Research participants will have a language specific Ideal L2 self for each foreign language they are learning. (2.1.) The difference between the Current L2 Self and the Ideal L2 self will be smaller at the finial years of language study than at the initial years of language study. (2.2.) Motivated language learning behaviour will be smaller with the decrease in the difference between the Current L2 Self and the Ideal L2 self. (3.) Language learning experience will be connected to the motivated language learning behaviour. (4.1.) Research participants will have a developed Ideal Multilingual Self. (4.2.) Research participants’ Ideal Multilingual Self will be connected to the motivated language learning behaviour. The doctoral research was conducted by applying the mixed methods approach. Namely, by applying a convergent parallel mixed methods approach, both qualitative and quantitative data were gathered at the same time. The results were presented and analysed separately, but qualitative data were used in the discussion to offer additional insight into the quantitative data. There were 29 participants who compiled their language biography for the purposes of the qualitative research. For the purposes of the main quantitative research, the questionnaire was piloted with 118 students of German. Upon adapting the questionnaire, the main research was conducted with 665 students of Italian, French and Spanish. Having taken into consideration the difference among these languages in the Croatian context, the results obtained with the three groups of participants were analysed separately. The research results confirmed the applicability of the L2 Motivational Self System (L2MSS) with the addition of Current L2 Self and the Ideal Multilingual Self in researching the students’ motivation to learn Romance languages in Croatian context at the university level. The results confirmed the validity and the reliability of the Questionnaire for researching motivation to learn Romance languages at a university level in the Croatian context. Upon analysing the obtained data, it was established that the students of French and Italian have a language specific Ideal L2 self. Despite learning Italian and French at the university level, their Ideal English Self was stronger than their Ideal Italian Self and Ideal French Self. Therefore, the first hypothesis was confirmed for these two groups of participants. This hypothesis was not confirmed with the Spanish language students and the difference in the results can be explained with contextual factors (the presence of Spanish via informal content in the Croatian context). In accordance with the hypothesis 2.1., the students at the final years of language study have a smaller difference between the Current L2 Self and the Ideal L2 self than the students who are at the beginning of their language study. Contrary to hypothesis 2.2., the students with a greater the difference between the Current L2 Self and the Ideal L2 self are more involved in motivated language learning behaviour. This can be explained with contextual factors (a lack of knowledge regarding the high university level demands which leads to the demotivation at the beginning of the language studies). The results indicated that the students who have a more positive language learning experience demonstrate more readiness to invest time in motivated language learning behaviour. This confirmed the third hypothesis. Croatian students have a developed Ideal Multilingual Self. This result confirmed the hypothesis 4.1. The French and Italian language students with a more developed Ideal Multilingual Self demonstrate more readiness to invest time in motivated language learning behaviour than the students with a less developed Ideal Multilingual Self. Therefore, the hypothesis 4.2. was confirmed for these two groups of participants. However, this hypothesis was not confirmed with the Spanish language students and the difference can be explained with the aforementioned contextual factors.

Artikkeli käsittelee oppimisen kokemuksia selkomukautetun kaunokirjallisuuden parissa kotoutumiskoulutuksen lukupiirissä. Aineistona ovat lukupiirien 24 osallistujan haastattelut. Haastattelut on tehty osallistujien toisella kielellä tai lingua franca -englannilla, ja niitä lähestytään fenomenologista ajattelutapaa hyödyntäen kertomuksina oppimisen kokemuksista. Kokemukset vaihtelevat yksilöllisesti, ja tärkeimmiksi merkityskokonaisuuksiksi nousevat sanat, kielen rakenteet ja kielenkäyttö. Kokemusten yksilöllisyyttä voidaan selittää sosiokulttuurisesta teoriasta käsin: vaikka selkomukautettu kaunokirjallisuus tarjoaa lukijalleen runsaasti kielellisiä affordansseja, tarjoumia, kukin lukija tarttuu niihin omista lähtökohdistaan ja tarpeistaan käsin. Oppijat kokevat, että kirja on heille keskeinen kielenoppimisympäristö. Lukupiiri tukee lukemista, erityisesti siinä alkuun pääsemistä. Lukupiiriläiset ymmärtävät kompleksista sisältöä selkokielellä esitettynä, joten selkomukautettu kaunokirjallisuus on sopivaa luettavaa aikuisille kotoutumiskoulutuksen lukupiiriin., This article discusses learning experiences of simplified fiction in integration training reading circles. The data consist of interviews of 24 participants of these circles. As the interviews were conducted in the participants’ second language or English as a lingua franca, they are approached as stories of experience, through phenomenological thinking. Individual experiences varied, and words, language structures and language use became the most important meaning entities. The individuality of these experiences will be discussed from the perspective of socio-cultural theory: fiction offers its readers a wealth of linguistic affordances, and each reader grasps them in accordance with their own needs and premises. Books were a central language learning environment in the learner’s experience. The reading circle supported reading, especially getting started with it. Readers understood complex content in easy language which makes simplified fiction suitable for adults in integration training and its related reading circles.

Narrative has been one of the major concerns in social science research ever since the mid-twentieth century, and the area of second language acquisition (SLA) is no exception. Researchers have turned to the investigation of learner-produced narratives to extend the understanding of many key concepts in SLA theory. This type of research approach takes language learning beyond the acquisition/assimilation of linguistic structures and is meant to focus on learners as social selves actively involved in the construction of a linguistic identity. In this paper, I investigate how learners of English as a foreign language, whose first languages are Arabic, Chinese, French, Hindi, Hungarian, Kurdish, Parsi (Farsi), Romanian, Russian, and Spanish, narrate their own experiences of learning this language. This investigation is based on a dataset of language learning experience written accounts with reference to learner life events. In the analysis, I apply two analytical frameworks for the examination of the data: a) grounded theory procedures (Corbin and Strauss 2007), which are often employed with narrative data, and b) a “positioning approach to narratives” (Bamberg 1997) in order to detect the learners’ positioning strategies in the hope of revealing their linguistic identity claims in relation to who they are and how they make sense of their language learning experience. Results show how the learners position themselves in relation to “the other” (teachers, family, fellow learners, and the researcher), to themselves as learners, and to the language they learn.

Purpose – This study was initiated to explore students’ utilisation of the online discussion forum (ODF) via the university Learning Management System to assist English for Specific Purpose (ESP) students to execute and construct their final group task project, namely the Company Profile (CP). Methodology – A case study guided by Socio constructivism theory and Partnership of the 21st Century Learning Framework was employed. A total of 26 undergraduate students participated voluntarily in the ODF. The group project was carried out virtually among group members in three online sessions. Prior to the project, students were briefed by the instructor and questions were posted to students via the portal in stages to carry out the discussion online. Besides the online postings in the platform, students reflected on their online learning experiences in their reflective journals and took part in the interviews. The findings were qualitatively analysed and reported. Findings – The findings indicated that students value the learning experience and perceived the virtual setting as beneficial in assisting English language learning, as well as fostering the 21st century skills. The data from the online postings, reflective journals and interviews were grouped into several themes which provided significant aspects of their positive inclination in using ODF for their language learning facilitation and fostering of skills. The positive insight and impact on how the ODF assisted the students’ English language learning were realised in students’ Linguistic Attainment. Meanwhile, the idea of Flexibility Trait, Reference for Documentation, Confidence Increase and Attentiveness Provision were identified as influential factors on the students’ optimistic views on the usage of ODF. The students value the learning experience and also view the online environment as an inclusive venue to develop critical thinking, leadership, discipline, time management, and digital skills. Overall, this study revealed that practice in the virtual environment using ODF should be implemented in the English classroom with the belief that such mode of learning would contribute to the development language and enhancement of important skills for their future.Significance: The ODF platform demonstrated the potential for convenience, flexibility, and linguistic advancement amongst students for discussing and sharing knowledge relative to their CP construction and its execution. The non-threatening learning and the conducive atmosphere of their group discussion experience also supported active participation, in which passive participants had more opportunities to express their opinions confidently.

This study aimed to examine to what extent Turkish EFL learners’ L2 motivational dispositions which are ideal L2 self, ought-to L2 self and language learning experiences predict their intended effort for language learning. The study was designed from a quantitative perspective in which the participants were given a composite instrument. The study was conducted at a state run secondary school in Turkey and the participants were 254 students including 5 th , 6 th , 7 th and 8 th graders. The results indicated that secondary level Turkish EFL students have high scores on all of the L2 motivation variables. However, the statistical analyses suggested that the participants’ level of ought-to L2 self was significantly higher than their level of ideal L2 self. It was also seen that when the participants got older, their levels of ought-to L2 self appeared to indicate a decreasing trend. Besides, the results asserted that the secondary school students’ intended effort for learning a language was found to be predicted mostly by language learning experiences, then ought-to L2 self and lastly ideal L2 self, according to hierarchical multiple regression analysis. The results were discussed in line with L2 motivational self system studies in the literature and it was concluded that the results in favor of ought-to L2 self might imply the existence of peer or community pressure in language learning process of secondary school EFL students in Turkish context.

This article looks at the impact of language learning experience on the practice of ten native English-speaking university teachers in Japan. Interviews show that learning a language has clearly changed how the participants teach, but that there are significant obstacles to using this experience for faculty development., Article, 論文

The goal of this study is to examine how the relatively new phenomenon of multilingualism in the Finnish education system is presently managed in foreign language classes in the Finnish comprehensive school. The focus is on how bi- and multilingual learners with migration background can benefit from their previous individual language experiences, language learning experiences and language awareness processes, and how these function as a resource for their further (foreign) language learning process. Until now migration research in the Finnish context concentrating on language learning mainly consists of second language acquisition. This study, however, focusses on foreign language learning of learners with migration background and, using mixed data collection methods and triangulating the data, explores it from the perspective of learners, foreign language teachers and legal guardians. The data was collected drawing upon questionnaires and self-portraits of learners from three comprehensive schools (N=34), semi-structured interviews with foreign language teachers (N=6), and mothers of children with migration background (N=4), and also written answers to two questions from nearly all interviewed teachers (N=5). The data was analyzed through content analysis, where three key concepts with regard to multilingualism were central to the analysis of the data: perception of (die Wahrnehmung), attitude to (die Haltung), and dealing with (der Umgang) multilingualism. The results indicate that most of the learners with migration background have a positive appreciation and attitude to their own multilingualism. They engage in multilingual interactions with different people in various situations nearly every day. They feel supported by their classmates and foreign language teachers, and most of them are very open-minded and motivated to learn other foreign languages. The preconditions for their foreign language learning process are perceived as fairly good. The foreign language teachers respectfully express their willingness to interact with the learners of migrant background (mainly in Finnish); they particularly look after these learners, which is also supported by the learners’ mothers. The results also show that the native languages of the learners with migration background were often present for themselves during the foreign language lessons. For instance, they translate new words not only into Finnish but into their own native language(s) and they compare information belonging to cultural aspects of the new foreign language with Finnish and their own culture(s). Learners can recognize benefits from their multilingual know-how and are aware of synergy- and transfer processes between their native languages and the foreign language. Although foreign language teachers also realize that the learners’ multilingual skills are a resource for the learners themselves and for the whole group of foreign language learners, the findings show that the native languages of the bi- and multilingual learners are more or less ignored during their foreign language learning lessons. The study indicates that on the one hand the foreign language teachers feel uncertain about dealing with the native languages of their learners, and on the other hand they have a lack of pedagogical methods/concepts to challenge and support these bi- and multilingual learners. Furthermore, the results suggest that foreign language teachers are not well informed about both previous individual language experiences and language learning experiences of the learners with migration background and are not involved in the cooperation between the legal guardians and the school. The mothers pointed out that nobody has asked them about their language backgrounds nor had they met a foreign language teacher at all. According to the results of this study it seems quite evident that in the future foreign language teachers training could concentrate on finding effective pedagogical methods and concepts so that multilingual learners with migration background can benefit effectively from their multilingualism during the foreign language learning lessons. Keywords: bilingualism, equality, esteem, Finnish education system, foreign language learning, individual language experience, migration, multilingualism, language awareness process, language learning experience, resource

本研究の目的は1）日本人中学生と高校生が英語の語彙を学習する時に用いる語彙学習方略に対する意識（認識）の特徴はどのようなものか，及び2）英語学習経験年数の違いと性差が語彙学習方略使用の認識にどのような影響を及ばすか，を明らかにすることである。1999年7月上旬に日本人EFL中学3年生174名と高校3年生149名を対象にGu and Johnson（1996）の語彙学習方略の一部を使用し，柿崎（1999）の語彙学習方略を修正した計48項目を用いて英語学習経験年数（中学生と高校生）の違いと性差が英語語彙学習方略に及ぼす影響を検討した。その結果，日本人中学生と高校生に特徴的な語彙学習方略として4因子が抽出された。さらにそのうち2因子（「文脈・反復重視」と「興味・晴好優先」）の標準因子得点において英語学習経験年数と性別の交互作用が有意であった。また他の1因子（「単語のイメージ化」）においては，男女の違いによる影響があった。, This study investigates Japanese junior high school and senior high school students' awareness of their vocabulary learning strategies to explore the effects of language learning experience and sex difference on their awareness or perceptions of their vocabulary learning strategies. The participants consisted of 174 Japanese junior high school students and 149 senior high school students. Using a five-point Likert Scale (1 = strongly disagree, 5 = strongly agree), the students judged forty-eight statements about their own perceived vocabulary learning strategies in June and July, 1999. The results revealed that four factors of vocabulary learning strategies were extracted through factor analysis. The results of ANOVAs on factor scores indicated that significant interactions were found betweeen language learning experience and sex difference for Factors I1 and IV. Factor I was affected by sex difference.

The present paper investigates the issue of motivation of foreign language learners. The main research question, concerning a possible link between the amount of language learning experience and learner motivation, remains unanswered. However, it turns out that a few learner characteristics which some researchers believe to correlate with language learning experience can probably serve as good predictors of foreign language learners’ motivation.