Complex adaptive systems, language advising, and motivation: A longitudinal case study with a Brazilian student of English

Castro, Eduardo

doi:10.1016/j.system.2018.03.004

Cited by 17 publications

(12 citation statements)

References 21 publications

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“…Presently, English is extensively used as the language of wisdom, technology, and global requests (Castro, 2018). Anyhow, of the developing practice of English as the lingua franca in distinctive areas of the world, numerous beginners in schools, universities, and language centers are dropping their motivation to learn English, and demotivation has to turn out to be frequent within the English language surrounds.…”

Section: The Role Of Motivation In Second Language Learningmentioning

confidence: 99%

Motivation Level of Filipino Young Learners in L2 Learning on Online Distance Learning: Language Acquisition: Level of Motivation, Online Distance Learning, Second Language, Research

ESCABILLAS¹,

Ilustre

2022

JWEEP

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This journal article is a conflation of qualitative, quantitative exploration, papers and review papers published over the last decade. A brief overview of the level of motivation is provided, supported by the literature review. Hence, accumulated stylish practices in motivating learners in learning a second language will be presented. These exploration findings are anticipated to contribute to the sweats in the teaching and literacy area, particularly in acknowledging the level of motivation of the young Filipino learners in learning the second language. This journal used a grounded theory design to synthesize the motivation level of Filipino young learners in L2 Learning on Online Distance Learning. The journal article intends to offer styles to be suitable to enhance tutoring learning English as a second language to encourage pupils in their literacy manner and maintain their motivation consistently.

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Section: The Role Of Motivation In Second Language Learningmentioning

confidence: 99%

Motivation Level of Filipino Young Learners in L2 Learning on Online Distance Learning: Language Acquisition: Level of Motivation, Online Distance Learning, Second Language, Research

ESCABILLAS¹,

Ilustre

2022

JWEEP

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“…Advising in language learning, or language advising, is a relatively new field in applied linguistics that has been attracting attention due to its focus on individual language learning trajectories (Castro, 2018;Kato & Mynard, 2016;Mynard & Carson, 2012). It aims to help learners to become more aware, reflective, and effective regarding their language learning, so they can become more autonomous, motivated and self-regulated learners (Ciekanski, 2007;Kato & Mynard, 2016;.…”

Section: Conceptualization Of Language Advising and Language Advisorsmentioning

confidence: 99%

Perspectives and Practices From Indonesian Efl Teachers on Language Advisors’ Roles in Fostering Learner Autonomy

Ahsanu

Wijayawati

2020

sphota

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Every teaching practitioner seemingly has come to a common term that language advising is essential in language learning especially in fostering language learner autonomy. However, the issue as to whether a teacher also plays the roles of an advisor or vice versa is still in controversy. This writing is not trying to claim which one is right and which one is not. This paper is just a little lantern on how actually the roles of a language advisor (LA) are exercised by teachers within the context of Indonesian EFL classrooms. Based on the data collected via interview suggest that they realized their role as a LA informally be it inside or outside their classroom practice. In actuating such LA roles, the teachers transformed into a motivator, awareness builder, student-teacher reflective practitioner, controller, and many times co-problem-solver. Presumably, the advising teachers in Indonesian setting not only feel responsible for transmitting knowledge and skills, but also for transforming ideas, advice, morality, values, etc. into their learners within and beyond classroom practices. The inkling of this paper is to descriptively address both theoretical and practical account of LA within the spectrum of learner autonomy.

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“…Advising in language learning, or language advising, is a relatively new field in applied linguistics that has been attracting attention due to its focus on individual language learning trajectories (Castro, 2018;Kato & Mynard, 2016;Magno e Silva & Borges, 2016;Mozzon-McPherson & Vismans, 2001;Mynard & Carson, 2012). It aims to help learners to become more aware, reflective, and effective regarding their language learning, so they can become more autonomous, motivated and self-regulated learners (Ciekanski, 2007;Kato & Mynard, 2016;Mozzon-McPherson, 2007).…”

Section: Language Advising From the Complexity Perspectivementioning

confidence: 99%

“…In this sense, language advising benefits from the principles of the complexity perspective, since by extending the scope of analysis to a dynamic, complex and non-linear trajectory, it considers the potential agents and contexts that may foster or constrain the evolution of that language learning system. Recently, I have argued that language advising could be understood as a CDS in which various components, including the learner and the advisor, are complex systems (Castro, 2018). They interact over time with a multitude of other elements, agents and contexts, such as self-access centers, language classroom, mother tongue and foreign language, learning materials, language teachers, classmates, family, etc.…”

Section: Language Advising From the Complexity Perspectivementioning

confidence: 99%

“…If language advising was particularly helpful for that learner, how it helps learners to regulate their motivation without the support of an advisor was the question posed at that time. As an answer to that question, Castro (2018) conducted a longitudinal case study to explore how language advising influenced the participant's middle term motivation. The study concluded that language advising was one of the sites where positive language learning experiences took place, which led to the strengthening of the participant's ideal self both as a learner and a teacher.…”

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confidence: 99%

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Motivational Dynamics in Language Advising Sessions: A Case Study

Castro

2019

SISAL

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Researchers have increasingly been interested in the complex and dynamic character of motivation. Recent studies point out the complex fluctuation of motivation in a situated perspective, as in a language classroom. However, little is known on how motivation evolves in out-of-class contexts, as in advising in language learning context. The present paper aims to explore the dynamics of motivation to learn English of an advisee. Data of this longitudinal case study were collected through a motivational grid combined with advisor’s diaries and an in-depth interview, which were analyzed following the interpretative phenomenological analysis procedures. Results revealed that task complexity, tiredness, sense of competence, teachers and peers contributed to the fluctuation of the participant’s motivation.

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Complex adaptive systems, language advising, and motivation: A longitudinal case study with a Brazilian student of English

Cited by 17 publications

References 21 publications

Motivation Level of Filipino Young Learners in L2 Learning on Online Distance Learning: Language Acquisition: Level of Motivation, Online Distance Learning, Second Language, Research

Motivation Level of Filipino Young Learners in L2 Learning on Online Distance Learning: Language Acquisition: Level of Motivation, Online Distance Learning, Second Language, Research

Perspectives and Practices From Indonesian Efl Teachers on Language Advisors’ Roles in Fostering Learner Autonomy

Motivational Dynamics in Language Advising Sessions: A Case Study

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