Changes in the Motivation of Chinese ESL Learners: A Qualitative Investigation

Qi, Li

doi:10.5539/elt.v10n1p112

Cited by 7 publications

(2 citation statements)

References 30 publications

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“…To acknowledge the motivational impact of various learning experiences, Dörnyei (2009) also includes L2 learning experience as a key motivational component in his L2 Motivational Self System (L2MSS). While most existing studies center on how L2 motivation can be influenced by classroom learning experiences (e.g., Piniel & Csizér, 2015;Waninge, Dörnyei, & Bot, 2014), a growing body of research has investigated the motivational power of L2 learning experiences in SA (e.g., Li, 2017). The empirical studies reveal wide individual variation in the impact of sojourn experiences on L2 motivation: some students greatly enhanced their motivation, whereas others became demotivated to learn and use the L2 (Allen, 2010;Irie & Ryan, 2015;Kormos, Csizér, & Iwaniec, 2014).…”

Section: Introductionmentioning

confidence: 99%

The impact of semester-abroad experiences on post-sojourn L2 motivation

2019

SSLLT

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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.

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Section: Introductionmentioning

confidence: 99%

The impact of semester-abroad experiences on post-sojourn L2 motivation

2019

SSLLT

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“…In traditional F2F situations, students had the chance to have conversations with peers before or after class and practice spoken English for daily use. However, those online learners are currently living in their home countries where English is a foreign language, and students have rare opportunities for practicing speaking skills (Li, 2016). In this online class, though students had opportunities for interaction and collaboration with peers in activities.…”

Section: What Are the Students' Expectations Of Activities To Inform The Designing Of Online Teaching?mentioning

confidence: 99%

A Case Study of ESL Students’ Remote Speaking Class Learning Experiences in a Canada University During the COVID-19 Pandemic

Huang

2021

JELTAL

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The COVID-19 pandemic forced a transfer from face-to-face (F2F) learning to remote online learning in universities worldwide. A university in southern Ontario delivered English courses to language learners living globally. This study, adopting a photo-production visual method, explored four English as a second language (ESL) students’ perceptions of this online learning compared to typical F2F learning and investigated activities enabling speaking opportunities and students’ expectations for online learning. The results showed that students perceived minor differences between online learning and F2F learning, including a non-academic English environment, a sense of community, and instant communications. The learning process involved interactive and collaborative discussions and presentations that allow students’ speaking opportunities. The online discussions contributed to students’ confidence but lacked adequate feedback towards students’ speaking skills. Students expected more types of learning activities that contribute to collaborations among peers, a sense of belonging to the online community, and examination orientated English skills.

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The Role of Online Course Design in Associating Second Language Learners’ Motivation and Self-regulated Learning Strategies in Non-formal Online Learning Contexts

Zhai

Min

2022

Digital Communication and Learning

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Changes in the Motivation of Chinese ESL Learners: A Qualitative Investigation

Cited by 7 publications

References 30 publications

The impact of semester-abroad experiences on post-sojourn L2 motivation

The impact of semester-abroad experiences on post-sojourn L2 motivation

A Case Study of ESL Students’ Remote Speaking Class Learning Experiences in a Canada University During the COVID-19 Pandemic

The Role of Online Course Design in Associating Second Language Learners’ Motivation and Self-regulated Learning Strategies in Non-formal Online Learning Contexts

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