Systems of Goals, Attitudes, and Self-related Beliefs in Second-Language-Learning Motivation

Kormos, Judit; Kiddle, Thom; Csizér, Kata

doi:10.1093/applin/amr019

Cited by 265 publications

(251 citation statements)

References 23 publications

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“…Similarly, the research study by Shabaz (2012) suggests that the development of future images can work well in order to motivate Pakistani students to learn English language. Some other studies confirming the relevance of L2 Motivational self system are conducted in Hungry (Csizer and Kormos, 2009), Chile (Kormos, 2011) and Indonesia (Lamb 2012). Another important research endeavor by Islam (2013) conducted in Pakistani context is one of the series that confirms the effectiveness of L2 motivational system and its underlying tenet with their "explanatory power" (Taghuchi, Magid, Papi, 2009) in different foreign language contexts.…”

Section: L2mentioning

confidence: 89%

Analyzing the Relationship between L2 Motivational Selves and L2 Achievement: A Saudi Perspective

Khan¹

2015

IJELT

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The present study aims at exploring the relationship between L2 motivational selves and L2 achievement in Saudi EFL context. The participants of the study are Saudi Foundation Year female students (aged18-20) studying at English Language Institute of King Abdulaziz University, Jeddah. To serve this purpose, Dornyei's (2009) L2 Motivational Self System is utilized as a theoretical framework to find out the relationship between L2 selves (Ideal and ought to), students' intended efforts to learn English, and their achievement (marks obtained in formal exams). This is carried out through the survey in the form of structured questionnaire and semi-structured interview. Moreover, the marks sheet of English language test of the participants is also obtained for this purpose. The analysis of both quantitative and qualitative data reveals that L2 Ideal self highly affects both the motivational level to learn English language and their formal L2 achievement as compared to ought to L2 self which has significant influence only on participants' motivational level i.e. their efforts to learn English (criterion measure). The results of the study are significant enough to generalize, thus, it offers a graphical representation of the relationship between all the variables under discussion. In the end, pedagogical recommendations have been made in order to develop and strengthen L2 ideal selves of the EFL learners.

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Section: L2mentioning

confidence: 89%

Analyzing the Relationship between L2 Motivational Selves and L2 Achievement: A Saudi Perspective

Khan¹

2015

IJELT

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“…The effect of context on motivation has been found especially significant, as the context is in dynamic interaction with L2 learners' motivation and learning outcome (Kormos, Kiddle, & Csizér, 2011;Kozaki & Ross, 2011;Vandergrift, 2003Vandergrift, , 2005Zhao, 2012). In a learning context, the factors are frequently addressed as external factors which include teachers, activities, feedback, and classroom environment (Zhao, 2012).…”

Section: L2 Motivationmentioning

confidence: 99%

“…Iyengar & Lepper, 1999;Littlewood, 1999;Murray, 2007;Vandergrift, 2005). Kormos, Kiddle, and Csizér (2011) claim that the influence of educational context and social environments on goals, self-related beliefs, and attitudes is mostly likely to be unidirectional as contexts including educational policies affect the workings of motivation in a learning process. In light of this proposal, this study examined the correlation coefficients between the contextual factors and the participants' motivational orientations.…”

Section: Relationship Between Context and Motivationmentioning

confidence: 99%

“…As suggested by many L2 researchers, L2 motivation, a major learner factor, is signifiantly influenced by social and contextual factors (Dörnyei, 2001;Ghenghesh, 2010;Long, Ming, & Chen, 2013;Kim, 2010;Kormos, Kiddle, & Csizér, 2011;Noels, Pelletier, & Vallerand, 2000;Vandergrift, 2005;Zhao, 2012). Regarding the close interaction between an external context and L2 learners' internal responses to the context, Ryan (1985, 1995) proposed self-determination theory which explicates two main motivational orientations: intrinsic and extrinsic ones.…”

Section: Introductionmentioning

confidence: 99%

“…Learners may also be extrinsically motivated to learn a language because of some potential rewards that can be gained by developing language competence. L2 researchers have applied this self-determination theory to different contexts under a variety of social influences and have revealed that an L2 learner's response to the context forms a certain motivational orientation, which is significantly related with learner autonomy (Dörnyei, 2001;Ghenghesh, 2010;Long, Ming, & Chen, 2013;Kormos, Kiddle, & Csizér, 2011;Noels et al, 2000;Vandergrift, 2005).…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

English for University Administrative Work: English Officialization Policy and Foreign Language Learning Motivation

Kim¹,

Choi²

2014

ELT

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This study examines how the English officialization policy of higher education in an EFL context interplays with administrative workers' motivational orientations towards English learning. The data consisted of questionnaire responses of 117 administrative members with undergraduate degrees and qualitative interviews with 9 who answered the questionnaires. The descriptive and correlation analyses showed that the participants interested in learning English-speaking countries' cultures did not perceive much benefit of the English officialization policy (EOP) in increasing their motivation to learn English. On the contrary, those who appreciated the EOP tended to be motivated to learn English for external rewards. A striking finding was that those who related the EOP to increased motivation also showed a lack of motivation to learn English. Also noteworthy was that their motivation correlated significantly with their own perceived English speaking competence. The results corroborate the significant role of the perception of English speaking competence and the context of English use in language learning motivation at the post-tertiary level. The participants expressed feelings of confusion regarding the role of English in everyday work performance. The implications of these findings are discussed with a view toward the enhanced implementation of EOP policy in an EFL context.

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Comparative Method Studies

Ellis¹

2012

Language Teaching Research and Language Pedagogy

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Systems of Goals, Attitudes, and Self-related Beliefs in Second-Language-Learning Motivation

Cited by 265 publications

References 23 publications

Analyzing the Relationship between L2 Motivational Selves and L2 Achievement: A Saudi Perspective

Analyzing the Relationship between L2 Motivational Selves and L2 Achievement: A Saudi Perspective

English for University Administrative Work: English Officialization Policy and Foreign Language Learning Motivation

Comparative Method Studies

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