A diary study focusing on listening and speaking: The evolving interaction of learning styles and learning strategies in a motivated, advanced ESL learner

Ma, Rui; Oxford, Rebecca L.

doi:10.1016/j.system.2013.12.010

Cited by 64 publications

(50 citation statements)

References 19 publications

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“…In other narrative research that did not apply positive psychology (see Kao & Oxford, 2014;Ma & Oxford, 2014;Oxford, 1996Oxford, , 2011aOxford, , 2011bOxford, , 2013Oxford, , 2014Oxford, Ehrman, & Lavine, 1991;Oxford, Lavine, Felkins, Hollaway, & Saleh, 1996;Oxford, Massey, & Anand, 2005;Oxford, Meng, Zhou, Sung, & Jain, 2007;Oxford et al, 1998), we allowed learners to talk and write about the negative and positive relationships with teachers and their experiences with language learning as a whole. We opened the door to anything they might want to say.…”

Section: Positive Emotions and A MIX Of Emotionsmentioning

confidence: 99%

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Emotion as the amplifier and the primary motive: Some theories of emotion with relevance to language learning

Oxford

2015

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Emotion is crucial to living and learning. The powerful intertwining of emotion and cognition ignites learning within a complex dynamic system, which, as several sections of this paper show, also includes societal and cultural influences. As "the primary human motive" (MacIntyre, 2002a, p. 61), emotion operates as an amplifier, which provides energetic intensity to all human behavior, including language learning. This chapter explains major theories of emotion drawn from positive psychology, social psychology, social constructivism, social constructionism, and existential psychotherapy. It also offers implications for language learning related to understanding and managing emotions; expressing emotions appropriately despite cultural and linguistic differences; viewing emotions as transitory social roles; enhancing positive emotions and developing resilience; and recognizing, perhaps paradoxically, both the negative and the positive aspects of anxiety. The chapter concludes with the statement that language learners can become more agentic in dealing with their emotions. This form of self-regulation can lead to greater success in language learning.

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Section: Positive Emotions and A MIX Of Emotionsmentioning

confidence: 99%

“…Recent research (e.g., Kao & Oxford, 2014;Ma & Oxford, 2014;Oxford & Cuéllar, 2014; reveals that some successful language learners already grasp this important truth.…”

Section: Implications For Language Learnersmentioning

confidence: 99%

Emotion as the amplifier and the primary motive: Some theories of emotion with relevance to language learning

Oxford

2015

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“…However, we should note that learners within one ethnic group can have individual preferences (Irvine & York, 1995). Moreover, individuals' learning styles may be influenced not only by cultural factors but also by learners' internal factors, such as attitude or motivation (Ma & Oxford, 2014). In this sense, when we check the preferred learning styles within one ethnic group, we should focus on the differences of individuals' learning styles in a particular context.…”

Section: Previous Studies On Learning Stylesmentioning

confidence: 99%

What Can We Learn from Our Learners’ Learning Styles?

Lee¹,

Kim²

2014

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This study aims to investigate Korean university-level EFL learners' learning style preferences. The characteristics of their learning style preferences and implications for effective English learning were examined through the quantitative analysis of 496 subjects' responses to a learning style survey and their English achievement and term-end performances. The findings indicate that Korean learners' auditory style preference is noticeable, and visual and individual learning styles are also considered to be primary learning styles, whereas tactile, kinesthetic, and group learning styles are less favored. This suggests that the learners want to learn English with more emphasis on a visual-driven independent style than on an experience-driven collaborative style. Additionally, a majority of the learners tend to maintain or reinforce their preferences throughout the course, and they tend to obtain relatively better English achievement results than learners who substantially change their preferences. In terms of learners' awareness of their identified learning styles, the findings show that style-aware group performed better than the unaware group. However, any generalization regarding the relationship between learning styles and English achievement or performance should be avoided. Importantly, generalizations regarding ethnic groups' learning style preferences should be discussed cautiously; instead, learning styles should be discussed relative to the learning context.

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“…In the foreign language teaching field, self-regulation has been discussed over the last few decades by many researchers such as Andrade and Bunker (2009), Andrade and Evans (2013), Gunning and Oxford (2014), Ma and Oxford (2014), and Zimmerman and Risemberg (1997). And, their studies found out that self-regulated learning's efficacy at improving foreign language learning.…”

Section: Self-regulation Strategies and Foreign Language Learningmentioning

confidence: 99%

“…Andrade and Bunker (2009) state that self-regulation strategies ease foreign language learning as used effectively and regularly. Beside this, they lead to deeper learning and higher performance in language skills such as speaking (Ma & Oxford, 2014); reading comprehension (Ehrman, 1996); writing (Andrade & Evans, 2013); and vocabulary (Rasekh & Ranjbary, 2003).…”

Section: Self-regulation Strategies and Foreign Language Learningmentioning

confidence: 99%

The prediction of undergraduates’ self-regulation strategies, motivational beliefs, attitudes towards English, and speaking anxiety on foreign language classroom anxiety

2017

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Individual differences are considered as important factors in the language learning process. Apart from individual differences, affective factors such as attitudes and motivation of individuals and their anxiety levels which affect the individuals' language learning directly or indirectly are also believed as significant impacts in this process. Therefore, the purpose of the present study is to examine the relationship between self-regulation strategies, motivational beliefs, attitudes, speaking anxiety and foreign language classroom anxiety and to investigate the predictive power of these variables for foreign language classroom anxiety. The relational model was used in the current study. The research group included 320 male (65.6 %) and 168 female (34.4 %) English preparatory students at Istanbul Technical University. Attitudes toward English Lesson Scale, Foreign Language Speaking Anxiety Questionnaire, The Motivational Strategies for Learning Questionnaire, and Foreign Language Classroom Anxiety Scale were used as the data collection tool. The statistical methods used for analyses were correlation and multiple regression. The findings indicated that there is a significant positive correlation between foreign language classroom anxiety and self-regulation, test anxiety, and foreign language speaking anxiety. Also, there is significant negative correlation between foreign language classroom anxiety and selfefficacy intrinsic value perception, and attitude towards English. Moreover, self-efficacy, test anxiety, attitude towards English, and foreign language speaking anxiety are predictors of the university students' foreign language classroom anxiety.

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A diary study focusing on listening and speaking: The evolving interaction of learning styles and learning strategies in a motivated, advanced ESL learner

Cited by 64 publications

References 19 publications

Emotion as the amplifier and the primary motive: Some theories of emotion with relevance to language learning

Emotion as the amplifier and the primary motive: Some theories of emotion with relevance to language learning

What Can We Learn from Our Learners’ Learning Styles?

The prediction of undergraduates’ self-regulation strategies, motivational beliefs, attitudes towards English, and speaking anxiety on foreign language classroom anxiety

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