The Impact of Out-of-School Factors on Motivation to Learn English: Self-discrepancies, Beliefs, and Experiences of Self-authenticity

Henry, Alastair; Cliffordson, Christina

doi:10.1093/applin/amv060

Cited by 46 publications

(59 citation statements)

References 43 publications

(36 reference statements)

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“…Nevertheless, these methodological limitations have not stopped scholars in the field from taking conclusions to the next level. By moving beyond theoretical implications, as Henry and Cliffordson () have recently cautioned, “through practitioner‐oriented volumes… [vision] has also found its way into language classrooms” (p. 732). This has led Henry and Cliffordson to compare the situation to a Kuhnian normal science where “central concepts are adopted uncritically and anomalies ignored” (p. 732) in reference to the argument that an understanding of vision aids teachers in increasing their students’ motivation (Kim & Kim, ; Muir & Dörnyei, ).…”

Section: Background Literaturementioning

confidence: 99%

“…Instead, the natural implication in such cases is the need for further research and more robust designs to better understand the phenomena in question, especially because SEM in particular relies on a set of stringent but often unmet assumptions (Goodboy & Kline, , p. 69). Many language motivation researchers may be reluctant to do this considering the Kuhnian normal science status that the L2 motivational self‐system has reached, which can give the perception that it is above critique (see Henry & Cliffordson, ). To ensure meaningful interpretation of existing results, a systematic replication program would allow our field to take stock of the best empirical evidence for a cumulative science.…”

Section: Replication Future Research and Open Science Practicesmentioning

confidence: 99%

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Reexamining the Role of Vision in Second Language Motivation: A Preregistered Conceptual Replication of You, Dörnyei, and Csizér (2016)

Hiver¹,

Al‐Hoorie

2019

Language Learning

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Researchers have linked vivid mental imagery, particularly of the self in future states, to many desirable motivational outcomes for language learning. We report a preregistered conceptual replication and extension of You, Dörnyei, and Csizér (2016), who found a central motivational role for vision. We review essential considerations in structural equation modeling and discuss how the initial study addressed these, then describe a conceptual replication with a South Korean sample of secondary school learners of English (N = 1,297). Our analysis of the scales from the initial study in addition to second language achievement found support for an alternative model where the Intended Effort scale showed a better fit as a predictor of motivation than as an outcome variable. Our findings suggest the need for greater precision and rigor in structural equation modeling research on second language learning motivation and for more language researchers to take up replication and other open science initiatives. Open Practices This article has been awarded Open Data, Open Materials, and Preregistered Research Design badges. All data and materials, along with preregistration for research design and analyses, are publicly accessible through the Open Science Framework at https://osf.io/v8gj4. The study materials are also publicly available via the IRIS database at https://www.iris-database.org. Learn more about the Open Practices badges from the Center for Open Science: https://osf.io/tvyxz/wiki.

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Section: Background Literaturementioning

confidence: 99%

Section: Replication Future Research and Open Science Practicesmentioning

confidence: 99%

Reexamining the Role of Vision in Second Language Motivation: A Preregistered Conceptual Replication of You, Dörnyei, and Csizér (2016)

Hiver¹,

Al‐Hoorie

2019

Language Learning

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“…Henry & Cliffordson, 2015), as this global language is most 'associated with a non-parochial, cosmopolitan, globalized world-citizen identity' (D€ ornyei & Ryan, 2015:79). For Anglophone L2 learners, however, learning e by definition e a less globalized language, the pathway to IP is less obvious; nonetheless, it has been described in Anglophone learners with 'rebellious' orientation, posing the question of how this learner profile would be accounted for in a self discrepancy model.…”

Section: Anglophone Language Learnersmentioning

confidence: 99%

Lots of Selves, some rebellious: Developing the Self Discrepancy Model for Language Learners

Lanvers

2016

System

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a b s t r a c tThis article develops a new language learning motivation model, which is, like the currently dominant model by D€ ornyei, based on Higgins' (1987) Self Discrepancy Theory. Increasing evidence of 'non-fit' of D€ ornyei's model, especially (but not solely) from language learners with English as a first language, let to the author revisiting Higgins' original, which had more complex delineation of different Selves that adopted by D€ ornyei. After critically reviewing the body of literature suggesting 'non-fit' of D€ ornyei's model, a model with Higgins' original delineations of Selves is proposed and adapted to the language learning context, and then applied on novel data from two different learner groups with English as first language: mature university and adolescent school students. The proposed Self Discrepancy Model for Language Learners contributes to solutions of several problems raised in current discussion of language learner motivation: it provides a better fit of data seemingly incompatible with D€ ornyei's model, especially a learner type labelled 'rebellious', offers a better embedding of a range of contextual influences on motivation, and facilitates developmental perspectives on language learner motivation. The empirical data delivers on the first two goals, and offers pathways regarding the last.

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“…In at least one study (Moskovsky et al, 2016), the ideal L2 self was a negative predictor of language achievement. Moskovsky et al expressed their surprise that their results "suggest the unusual conclusion that learners with low ideal selves, low [positive L2 learning experience], and low [intended learning effort] are likely to achieve higher scores on L2 proficiency tasks" (p. 649; for further critiques of the ideal L2 self, see Gardner, 2010;Henry & Cliffordson, 2015;Hessel, 2015;Lanvers, 2016;Motha & Lin, 2014;Taylor, 2013, pp. 31-33).…”

Section: Achievement In L2 Motivation Researchmentioning

confidence: 99%

“…does not do justice to the perceived desirability, accessibility, plausibility, and present-future discrepancy that the theory stipulates as conditions (cf. Henry & Cliffordson, 2015;Hessel, 2015). Expecting "I can imagine myself" to subsume all these complex facets is too optimistic.…”

Section: The Ideal L2 Selfmentioning

confidence: 99%

Unconscious motivation. Part II: Implicit attitudes and L2 achievement

Al‐Hoorie

2016

SSLLT

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This paper investigates the attitudinal/motivational predictors of second language (L2) academic achievement. Young adult learners of English as a foreign language (N = 311) completed several self-report measures and the SingleTarget Implicit Association Test. Examination of the motivational profiles of high and low achievers revealed that attachment to the L1 community and the ought-to L2 self were negatively associated with achievement, while explicit attitudes toward the L2 course and implicit attitudes toward L2 speakers were positively associated with it. The relationship between implicit attitudes and achievement could not be explained either by social desirability or by other cognitive confounds, and remained significant after controlling for explicit self-report measures. Explicit-implicit congruence also revealed a similar pattern, in that congruent learners were more open to the L2 community and obtained higher achievement. The results also showed that neither the ideal L2 self nor intended effort had any association with actual L2 achievement, and that intended effort was particularly prone to social desirability biases. Implications of these findings are discussed.

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The Impact of Out-of-School Factors on Motivation to Learn English: Self-discrepancies, Beliefs, and Experiences of Self-authenticity

Abstract: This is the pre-publication of Henry A. & Cliffordson, C. (2015). The impact of out-of-school factors on motivation to learn English: Self-discrepancies, beliefs, and experiences of selfauthenticity. Applied Linguitics.

Cited by 46 publications

References 43 publications

Reexamining the Role of Vision in Second Language Motivation: A Preregistered Conceptual Replication of You, Dörnyei, and Csizér (2016)

Reexamining the Role of Vision in Second Language Motivation: A Preregistered Conceptual Replication of You, Dörnyei, and Csizér (2016)

Lots of Selves, some rebellious: Developing the Self Discrepancy Model for Language Learners

Unconscious motivation. Part II: Implicit attitudes and L2 achievement

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