Tibetan CSL learners’ L2 Motivational Self System and L2 achievement

Li, Ming; Zhang, Lubei

doi:10.1016/j.system.2020.102436

Cited by 21 publications

(16 citation statements)

References 34 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…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%

“…As to ought-to L2 self, mixed findings were yielded. While some found that the predictive power of ought-to L2 self is positive albeit weak [10,32], some found a negative one [66].…”

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

confidence: 99%

“…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. For example, Kim and Kim [23] studied Korean EFL students' visual, auditory, kinesthetic styles, imagination, ideal L2 self, motivated behavior and English proficiency, and found that the ideal L2 self could impact motivated behavior, which gave rise to more successful L2 learning outcomes.…”

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

confidence: 99%

See 2 more Smart Citations

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

View full text Add to dashboard Cite

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.

show abstract

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

confidence: 73%

“…As to ought-to L2 self, mixed findings were yielded. While some found that the predictive power of ought-to L2 self is positive albeit weak [10,32], some found a negative one [66].…”

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

confidence: 99%

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

confidence: 99%

See 1 more Smart Citation

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

View full text Add to dashboard Cite

show abstract

“…Motivation and investment are closely related, and the word "motivation" will be used from this point on to describe the mental state that arises when learners see a connection between activities and where they are today or where they will be in the future. Much recent research has considered motivation in L2 learning (Kubanyiova & Yue, 2019;Li & Zhang, 2021;Zheng et al, 2018). Many studies have focused on adult learners, but many others have shown that younger learners also possess L2 selves.…”

Section: Flow and Other Constructs Of Sla Positive Psychologymentioning

confidence: 99%

“That Was Amazing!” A Two-Study Perspective on Language Classroom Experiences Through the Lens of Psychological “Flow”

Jacobs¹,

Morgan²

2022

JPLL

View full text Add to dashboard Cite

The construct of psychological flow bridges several areas of second language learning interest, including motivation, investment, self-efficacy, and autonomy. Flow, characterized by intense focus on an enjoyable activity that is at once challenging and accessible, creates conditions that have been linked to learning. Research interest in flow has grown, but the L2 research remains scarce and exploratory. This paper, which uses a two-study format, proposes and tests a new category coding scheme designed to explain which activities generate language-class flow. In Study A, third- and fourth-semester learners of Spanish, French, Italian, and German (N = 82) described their most flow-generating language-class experiences on an online questionnaire. In Study B, first- through fourth-semester students of Spanish (N = 588) did the same. The responses were coded to one category in each of four contrasting category pairs. Parallel analyses were conducted for each study, and within each study counts and chi-square tests were performed separately on each category pair. The results of both studies showed statistically significant contrasts within all four category pairs, and revealed that student-centered, open-ended, authentic, and non-competitive activities were more likely to generate flow than their opposites (i.e., teacher-centered, closed-ended, inauthentic, and competitive activities). Pedagogical implications and directions for future research are discussed based on these results.

show abstract

“…In the literature, there is a growing body of studies that investigates the relationship between language anxiety, learning style, motivation, self-efficacy or self-confidence and language achievement (Atadil-Kuzucu & Kartal, 2020;Doğan & Tuncer, 2016;Horwitz, 2001;Li & Zhang, 2021;Melouah, 2013;Rahman, Mazlan, Kummin, Yasin & Meerah, 2010). They have found out that these variables have affected students' achievement.…”

Section: Introductionmentioning

confidence: 99%

The Role of Portfolio Assessment and Quizzes on Class Attendance and Language Achievement

Aysu

2022

International E-Journal of Educational Studies

View full text Add to dashboard Cite

The aim of the study is to investigate the impact of placement test, pop-quizzes and portfolio assessment on class attendance and language achievement. The study also encompasses gender and faculty as other independent variables that affect the students' class attendance and language achievement. The data gathered from a total of 307 students studying English in the elective preparatory class of a state university in Turkey are analysed through SPSS 25. In the study, descriptive and inferential statistics are implemented. Descriptive analyses such as frequency and percentage are applied in order to reveal information about participants. Independent Sample t-tests, one-way ANOVA, post hoc tests and regression analyses are also performed to determine the relationship between dependent and independent variables. The findings in the study show that portfolio tasks are the most important factors for students' class attendance and language achievement, which demonstrates that authentic assessment is an important factor. It is found that males do not attend the classes more than females but females are more successful than males. In addition, the faculty as another independent variable does not have a significant effect on class attendance but engineering faculty has a significant impact on language achievement rather than economics faculty.

show abstract

Tibetan CSL learners’ L2 Motivational Self System and L2 achievement

Cited by 21 publications

References 34 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

“That Was Amazing!” A Two-Study Perspective on Language Classroom Experiences Through the Lens of Psychological “Flow”

The Role of Portfolio Assessment and Quizzes on Class Attendance and Language Achievement

Contact Info

Product

Resources

About