Retrospective case studies of successful Chinese learners of English: Continuity and change in self-identities over time and across contexts

Yu, Jing; Brown, Gavin; Thomas, Mike

doi:10.1016/j.system.2017.11.008

Cited by 15 publications

(7 citation statements)

References 60 publications

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“…Papi et al 2018;Taguchi, Magid, and Papi 2009), and the dynamic nature of L2 selves in diverse learning contexts and situations (e.g. Thompson 2017;Yu, Brown, and Stephens 2018). As the actual-possible L2 self-discrepancy is central to motivation generation, a few scholars have employed a questionnaire design to examine this discrepancy in L2 classroom settings (e.g.…”

Section: Introductionmentioning

confidence: 99%

L2 self-discrepancy, motivation, and study abroad (SA) contexts: a case study of semester-long international exchange students

Jackson

2020

Journal of Multilingual and Multicultural Development

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In many theorizations of L2 motivation, the discrepancy between actual and possible L2 selves has been closely associated with motivation generation, and L2 selves are considered as highly interactive with the context. This article centres on the interplay between L2 selfdiscrepancy, motivation, and context by following two Chinese university students during their semester-abroad programme in Canada. Triangulating data from questionnaires, semi-structured interviews, and guided emails administered before, during, and after their sojourn, this article examined the L2 self-discrepancy and motivational trajectories of the participants in relation to their study abroad (SA) environment. The findings show that the participants' motivational development was closely connected to their perceptions of the fit between their ideal L2 selves and contexts. The cross-case analysis also suggests that SA students may exercise their agency to shape their immediate contexts and facilitate the accomplishment of their ideal L2 selves. Drawing on the findings, suggestions are offered for both home and host institutions to better underpin the L2 engagement and enhancement of international exchange students.

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Section: Introductionmentioning

confidence: 99%

L2 self-discrepancy, motivation, and study abroad (SA) contexts: a case study of semester-long international exchange students

Jackson

2020

Journal of Multilingual and Multicultural Development

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“…Similarly, Hoyle and Sherrill (2006) motivation that is balanced through possible selves is more effective, and possessing both approach and avoidance focuses may be better than owning one type of self. Thus, in the previous studies, FL2S negatively correlated with IL2S and ELExp in a balancing way (Ayhan, 2020;Fryer & Roger, 2018;Toprak-Celen, 2020;Yu et al, 2018). Furthermore, in Fryer and Roger's (2018) study, the participants' actual selves had a larger distance with their IL2S but closer distance with their FL2S.…”

Section: Discussionmentioning

confidence: 74%

“…Overall, FL2S as a new component of R-L2MSS or as an addition to Dörnyei's (2009) L2MSS emerged as a reasonable and reliable construct. Considering the possibility that L2 learners do not always face with ideal images or social pressure but also they sometimes try to improve their L2 to avoid certain negative consequences such as bullies, humiliation, or being laughed at because of a lack of proficiency, FL2S emerges as a justifiable construct that has been statistically proven in several contexts so far (Ayhan, 2020;Fryer & Roger, 2018;Özkaynak, 2020;Peker, 2016;Tekten, 2020;Toprak-Celen, 2020;Yu et al, 2018). Therefore, examining FL2S in other contexts and along with other constructs will shed more light on the L2 self and motivation studies.…”

Section: Discussionmentioning

confidence: 99%

Feared L2 self as an emerging component of the reconceptualized L2 motivational self system

Peker¹

2020

Eurasian Journal of Applied Linguistics

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The purpose of this non-experimental quantitative study was to measure Feared L2 Self (FL2S) as a new component of the existing L2 Motivational Self System (L2MSS) and offer a new model through partial least squares structural equation modeling (PLS-SEM). As for the instrument to measure L2 selves, an adopted survey consisting of 72 5-point Likert scale items, five open-ended questions, and a demographic questionnaire was distributed; however, for the purpose of this study, only L2 self related items and constructs were included in the measurement and structural model. The participants were 1022 adult English language learners (ELLs), and ELLs' English learning experience was redefined as the collection of everyday ESL learning experiences. Results indicated that the strongest relationship was between English learning experience (ELExp) and Ideal L2 Self (IL2S) component, which is also supported by previous studies. Furthermore, the second strongest relationship was between Ought-to L2 Self (OL2S) and FL2S, as well as between ELExp and OL2S. FL2S was an emerging factor reconceptualizing the L2 Motivational Self System (R-L2MSS). Considering the large number of participants and the data obtained from all over the U.S., this study proposes a new and important concept. In the light of these results, implications are provided for ELLs and ESL teachers.

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“…For instance, Fryer and Roger’s (2018) study reveals participants’ ability to sustain future imagined selves and display motivation learning behaviors by using semi-structured interviews and a narrative journal with eight Japanese students. Yu et al (2018) document the transformation from the ideal to the “dreaded” L2 self (or vice versa) among Chinese PhD students studying in New Zealand. By using mixed methods research, Du (2019) reports that study abroad experiences have a profound impact on the language learners’ ideal self-images.…”

Section: Literature Reviewmentioning

confidence: 99%

“…There is a body of studies on motivation of Chinese learners of foreign languages in domestic formal institutions ( Boo et al, 2015 ). However, research on Chinese overseas students’ L2 motivation experiences in a study abroad context, where English is nearly ubiquitous in daily life and is determinant for both their living quality and academic success ( Yu et al, 2018 ; Pawlak et al, 2020 ), requires both EFL teachers and educational policymakers’ increased attention. It should become one of primary goals in EFL education to cultivate language learners’ L2 motivation and profit from their study abroad experiences that are becoming more and more easily accessible to Chinese as well as other similar sociocultural university students.…”

Section: Introductionmentioning

confidence: 99%

Toward a Better Understanding of Language Learning Motivation in a Study Abroad Context: An Investigation Among Chinese English as a Foreign Language Learners

Yue

Zhao

et al. 2022

Front. Psychol.

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Motivation has been recognized as a vital component in successfully learning a second or foreign language. However, research on language learners’ motivation in a study abroad context requires more attention in an era in which international mobility is becoming a new normal. This study investigated 217 Chinese overseas university students’ L2 motivation during their one-year postgraduate study in the United Kingdom. by examining a range of motivational variables in relation to their motivated English language learning behaviors. Integrating results from both questionnaires and interviews from nine participating students, the study revealed that international posture showed the strongest positive power, followed by the ideal L2 self, in explaining the learners’ willingness to communicate, frequency of communication, and intended learning effort. Additionally, instrumentality and parental encouragement exerted prominent promotional influence in shaping their intended learning effort. However, the ought-to L2 self-displayed a significant negative impact on their L2 learning in this study abroad context, and the role of attitudes toward L2 speakers/community and culture was not evident in this case. The findings shed light on a more comprehensive understanding of L2 motivation in a study abroad context, and offer insightful implications for English as a Foreign Language education in cultivating language learners’ motivation to prepare for study abroad.

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Retrospective case studies of successful Chinese learners of English: Continuity and change in self-identities over time and across contexts

Cited by 15 publications

References 60 publications

L2 self-discrepancy, motivation, and study abroad (SA) contexts: a case study of semester-long international exchange students

L2 self-discrepancy, motivation, and study abroad (SA) contexts: a case study of semester-long international exchange students

Feared L2 self as an emerging component of the reconceptualized L2 motivational self system

Toward a Better Understanding of Language Learning Motivation in a Study Abroad Context: An Investigation Among Chinese English as a Foreign Language Learners

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