Effects of language proficiency on L2 motivational selves: A study of young Chinese language learners

Wong, Yu Ka

doi:10.1016/j.system.2019.102181

Cited by 23 publications

(10 citation statements)

References 46 publications

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“…All of these can equip English major students with great interest and sound engagement in the English classroom, giving rise to effective enhancement in the final proficiency. It is also found that the ought-to L2 self negatively predicted L2 proficiency, which adds to the mixed findings in previous studies (e.g., positive: [10,30]; negative: [66]; neutral: [61,62,91]). In China, English majors now face fierce competition with peers, high expectations from their parents, and great pressure from the teachers, which may contribute to their high ought-to L2 self and in turn impact their English proficiency in a negative way.…”

Section: The Relationships Between L2mss International Posture and L2...supporting

confidence: 73%

“…Concerning motivation acts as the driving force behind learning efforts and performance, there has been a growing body of research on the relationship between L2MSS and L2 proficiency. Some studies have examined L2MSS as a whole [28,[59][60][61][62][63][64] and concluded that the L2MSS might lead to an increase in L2 proficiency. Since the three components in L2MSS may not function unidirectionally, some others have zoomed into specific dimensions of L2MSS [9,10,23,26,37,38,51,65,66], most of whom have found that the ideal L2 self and L2 learning experience positively predicted L2 proficiency.…”

Section: The Relationships Between L2mss International Posture and L2...mentioning

confidence: 99%

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L2 Motivational Self System, International Posture and the Sustainable Development of L2 Proficiency in the COVID-19 Era: A Case of English Majors in China

2022

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The L2 motivation self system (L2MSS) has been extensively researched in a variety of contexts, but few studies have delved into its relationship with international posture and the sustainable development of L2 proficiency in the COVID-19 era. To address this issue, we surveyed 156 English majors in China and analyzed their response data with structural equation modelling. The results show that the ideal L2 self positively predicts the L2 learning experience, while the ought-to L2 self has a negative predictive power. The international posture exerts a positive influence on the ideal L2 self and L2 experience, and a negative insignificant influence on the ought-to L2 self. The L2 experience and ideal L2 self have a positive influence on L2 proficiency, while the ought-to L2 self has a negative influence. Our results not only contribute to the generalizability of L2MSS but also deepen the understanding of possible contextual variations of L2 motivation, as well as the uniqueness in the sustainable development of English majors in China during the COVID-19 pandemic.

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Section: The Relationships Between L2mss International Posture and L2...supporting

confidence: 73%

Section: The Relationships Between L2mss International Posture and L2...mentioning

confidence: 99%

L2 Motivational Self System, International Posture and the Sustainable Development of L2 Proficiency in the COVID-19 Era: A Case of English Majors in China

2022

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“…The teacher pointed out that given the rampant social discrimination against South Asians in the labor market and the media (Lai et al, 2020 ; Thapa & Adamson, 2018 ), being able to speak Cantonese would help them “make a favorable impression in front of the Chinese people but may not guarantee their acceptance into mainstream society” (T6). This also corresponds with Wong’s ( 2020 ) study. Students’ low opinions about themselves and their Chinese language skills have a negative impact on their motivation to learn Chinese, their academic performance, and their social integration.…”

Section: Resultssupporting

confidence: 90%

Translanguaging as a social justice strategy: the case of teaching Chinese to ethnic minority students in Hong Kong

Wang

2022

Asia Pacific Educ. Rev.

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For the past two decades, a significant number of ethnic minority students from diverse racial, cultural, linguistic, and religious backgrounds have entered Chinese language classrooms in Hong Kong for the first time. Simultaneously, Chinese language teachers have come under criticism for their lack of understanding of diversity and their failure to integrate ethnic minority students academically and socially. However, there is little research on how these teachers can transform their educational beliefs, teaching techniques, and attitudes toward diversity and inclusion to respond effectively to the drastic changes taking place in their professional work. This study examines how a group of Chinese language teachers employed translanguaging as a social justice strategy to address the challenges of teaching minority students in a monolingual and assimilative educational setting in Hong Kong. Classroom observations show that teachers enacted a translanguaging stance, using students’ familiar semiotic resources to make their teaching more inclusive and equitable for ethnic minority students from low socioeconomic and religious backgrounds. Teachers reported becoming more aware of diversity in the classroom as well as of the social inequalities and racial discrimination outside of school. The study shows that criticism has been unfairly levied on Chinese language teachers in Hong Kong, who should not be held responsible for the social problems hindering ethnic minorities’ social mobility. Research should include a decolonial perspective to legitimize translanguaging as a social justice strategy for more transformative praxis in the education sector in postcolonial Hong Kong.

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“…Language proficiency might be assessed more subjectively as an outcome, as when social peers associate individual expressions of eloquence with people who appear "educated." (Tergujeff, 2021;Wong, 2020;Wyatt & Dikilita\cs, 2021).…”

Section: Discussionmentioning

confidence: 99%

Utilization of MOOCs Using Kahoot and Student Engagement in Digital Learning During Covid-19 Pandemics

Sagala

Rezeki

2022

SALTeL

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New technology advancements have frequently been credited as holding the potential to cause significant contributions to education. This study contributes to high-quality learning by putting students in real-world e-learning situations while still allowing them to use scientific techniques to complete their project assignments. The subjects of this study were 80 first-year undergraduate students enrolled in the Bahasa Inggris course. The snowball method questionnaire was obtained, and questionnaires were distributed to the students’ WhatsApp groups by performing snowball operational. The Lectures combined virtual face-to-face video conferencing applications on e-learning. Kahoot is an add-on application used. In general, online learning has a positive effect on students’ learning success. However, there are still learning obstacles in academic performance in online learning. On the other hand, learning obstacles occur because of students' limitations in developing themselves or their mental readiness to learn. As a result, digital learning may blend real issues with theoretical concepts in the classroom without neglecting the learning objectives that have been set for student engagement.

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Effects of language proficiency on L2 motivational selves: A study of young Chinese language learners

Cited by 23 publications

References 46 publications

L2 Motivational Self System, International Posture and the Sustainable Development of L2 Proficiency in the COVID-19 Era: A Case of English Majors in China

L2 Motivational Self System, International Posture and the Sustainable Development of L2 Proficiency in the COVID-19 Era: A Case of English Majors in China

Translanguaging as a social justice strategy: the case of teaching Chinese to ethnic minority students in Hong Kong

Utilization of MOOCs Using Kahoot and Student Engagement in Digital Learning During Covid-19 Pandemics

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