A structural model for perceptual learning styles, the ideal L2 self, motivated behavior, and English proficiency

Mediational Role of Perceptual Styles in L2 Lexical Inferencing and the Associated Strategy Use

“…However, the results of achievement have been reported to be different across learners' different levels (Yang & Kim 2011). Kim and Kim (2014) studied the structural relationship between perceptual styles, English learning motivation, and achievement and found that kinesthetic styles were negatively correlated with the respective variables while visual and auditory styles were positively correlated. The studies reviewed show that perceptual learning styles play a crucial role in EFL learners' success.…”

From vision to action: Inquiring into the conditions for the motivational capacity of ideal second language selves

“…In line with self-discrepancy theory, D€ ornyei argues that it motivates engagement in L2 learning insofar as "if the person we would like to become speaks an L2 [ …], the ideal L2 self is a powerful motivator to learn the L2 because we would like to reduce the discrepancy between our actual and ideal selves" (in D€ ornyei & Chan, 2013:438). Indeed, the empirical validity of the ideal L2 self and its links with motivated L2 learning behaviour have been evidenced by a substantial body of research, including larger correlational studies (e.g., Al-Shehri, 2009;Csiz er & Kormos, 2009;D€ ornyei & Chan, 2013;Kim and Kim, 2014;Kormos, Kiddle, & Csiz er, 2011;Papi, 2010;Ryan, 2009;Taguchi, Magid, & Papi, 2009), qualitative work (e.g., Hsieh, 2009;Lamb, 2011) and an increasing number of mixed method inquiries (e.g., Busse, 2013;Sampson, 2012).…”

College Students’ Possible L2 Self Development in an EFL Context during the Transition Year

“…The ideal L2 self substantially predicts motivated behavior (e.g., Csizér & Lukács, 2010;T. Kim & Y. Kim, 2014).…”

“…(Dörnyei & Chan, 2013, p. 439) The L2 Motivation Self System has been the basis of several studies in Iran, China, Singapore, Japan, South Korea, and Pakistan. Some of the studies aimed to validate the L2 Motivational Self System (e.g., T. Kim & Y. Kim, 2014;Magid, 2014;Papi, 2012;Taguchi et al, 2009;Ueki & Takeuchi, 2013). Other studies examined the role of the ideal L2 self in predicting motivated behavior and English learning achievement, and identified its relationship with learning anxiety, gender, and L3 self (e.g., Csizér & Lukács, 2010;Henry, 2009;Papi, 2010).…”