İngilizceyi Yabancı Dil Olarak Öğrenen Öğrencilerin Hedefli Motivasyonel Akımlarını Açıklamada İdeal Yabancı Dil Benliği ve Zihniyet Rolünü Ortaya Çıkarmak (original) (raw)
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Unpacking the role of Ideal L2 Self and Mindset in Explaining EFL Learners’ DMCs
DergiPark (Istanbul University), 2023
In the field of second language learning motivation, recent trends call for studies that scrutinize Directed Motivational Currents (DMCs). Yet, there remains a paucity of evidence on the individual difference variables that induce DMCs. In particular, research to date has not yet determined the role of ideal L2 self and mindset in explaining variations in the DMC disposition. This quantitative study aims to fill these gaps in the literature by exploring the role of ideal L2 self and growth mindset in explaining EFL Learners' DMCs. The current study was conducted with a total of 176 preparatory class students enrolled in the department of English Language and Literature or English Language Teaching at various state universities in Turkey. The data were gathered using a composite survey instrument that includes the DMC Disposition Scale, the Mindset Instrument, and the Ideal L2 Self Scale. The findings of the multiple linear regression analysis indicated that growth mindset explained 32% of the variance in EFL learners' DMCs whereas ideal L2 self-contributed to the prediction of DMCs, explaining 24% of the variance in participants' DMC disposition. The results offer new insights into how EFL teachers could exploit such intense motivational experiences to promote learning in L2 classroom contexts.
This paper presents a concurrent study adopting a mixed method research design and was conducted to investigate components of broadly defined L2 motivational self-system (L2MSS); particularly learning experience and changes of the future L2 self-image through several background factors such as gender and proficiency. For this purpose, data were gathered from 125 EFL learners studying at the School of Foreign Languages of a state university in Turkey. Also, 13 semi-structured interviews were held in order to get a deeper understanding into the emerging results. To this end, the results indicated that the participants' main source of L2 motivation was ideal L2 self, which means they are intrinsically motivated to learn and have a positive future image in terms of learning English. Also, female students were found to have a higher ideal L2 self than male students. Finally, the findings showed that the participants, particularly the ones with a low level of language proficiency experienced positive changes in their future L2 self-image at the preparatory program of the school compared to their previous language learning experiences, thus, possibly suggesting that there might be discrepancies among levels of educational system in Turkey, which needs to be handled as an implication in the future research as well.
The present study aims to provide observational evidence on the relationship between teachers' use of motivational strategies and students' motivated behavior in the English as a foreign language (EFL) context of Iran. To this end, 741 male learners of English from 26 secondary school classes taught by 17 teachers participated in the study. The teachers' use of motivational strategies and the students' motivated behavioral codes were measured using a classroom observation instrument originally developed by . Furthermore, the participating students completed a questionnaire that consisted of both situation-specific and general-motivational scales. Finally, a post hoc rating scale was employed to evaluate the teachers' overall motivational practice. The results showed that the teachers' motivational practice is significantly related to the students' motivated behavior. Further, while no differences were found between high-motivation and low-motivation learner groups in terms of their ideal second language (L2) selves, the low-motivation group had stronger ought-to L2 selves. The results will be discussed with reference to the socio-educational context of Iran.
Individual Differences and L2 Motivation: The case of EFL Learners
With the growing understanding of the process of Second Language Acquisition (SLA), more and more emphasis has been put on the learner factors that affect the success or otherwise of SLA. These factors have come to be studied under the general title of "Individual Differences" (ID) . These factors determine not only the success of an individual second language learner but also the inter-individual variation in second language acquisition. This study is an attempt to shed more light on the relationships among L2 motivation, visual learning style, mental imagery, ideal L2 self, and L2 learning experience in the Iranian context. Exploratory factor analysis was run to ascertain the validity of the questionnaire which was used for data collection. The results revealed that visual learning had its highest correlation with L2 motivation. On the other hand, it had only small to moderate correlations with ideal L2 self, mental imagery, and L2 learning experience. In addition, from among the variables investigated in this study, L2 motivation had the largest correlation with L2 learning experience. Furthermore, the ideal L2 self had the second highest positive correlation with L2 motivation. Finally, mental imagery had the lowest correlation with L2 motivation. The implications of the findings for theory and practice are discussed accordingly.
Motivational Orientations of Secondary School EFL Learners toward Language Learning
This study aimed to examine to what extent Turkish EFL learners' L2 motivational dispositions which are ideal L2 self, ought-to L2 self and language learning experiences predict their intended effort for language learning. The study was designed from a quantitative perspective in which the participants were given a composite instrument. The study was conducted at a state run secondary school in Turkey and the participants were 254 students including 5 th , 6 th , 7 th and 8 th graders. The results indicated that secondary level Turkish EFL students have high scores on all of the L2 motivation variables. However, the statistical analyses suggested that the participants' level of ought-to L2 self was significantly higher than their level of ideal L2 self. It was also seen that when the participants got older, their levels of ought-to L2 self appeared to indicate a decreasing trend. Besides, the results asserted that the secondary school students' intended effort for learning a language was found to be predicted mostly by language learning experiences, then ought-to L2 self and lastly ideal L2 self, according to hierarchical multiple regression analysis. The results were discussed in line with L2 motivational self system studies in the literature and it was concluded that the results in favor of ought-to L2 self might imply the existence of peer or community pressure in language learning process of secondary school EFL students in Turkish context.
International Journal of English Language & Translation Studies , 2018
The purpose of this paper is to investigate the motivation for second language learning with reference to Lightbown and Spada's (2001) study. Lightbown and Spada's (2011) study first drew attention to a multitude of features associated with being an effective learner. In turn, the study assessed the available literature in such a way as to confirm or reject, by means of empirical evidence and clear reasoning, each of the elements on their list. Noteworthily, it is possible to divide the features that the authors highlighted into the following primary factors: firstly, motivation; secondly, personality; thirdly, aptitude; fourthly, intelligence; and finally, learner characteristics. In view of these, it is the aim of the present article to examine the motivation that underpins an individual's decision to learn a second language (L2). Both the literature and the existing theoretical frameworks indicate that a clear correlation exists between motivational types, on the one hand, and motivational factors, on the other. Motivation is often associated with dropping eventually when it is present in the form of sustained motivation (i.e., motivation that persists only for the length of the course), intrinsic motivation, or falling self-efficacy perceptions, while contrastingly, notable achievements typically arise from integrative motivation. The literature is explicit regarding the fact that motivation must be accompanied by a learner's active engagement, and in the context of L2 acquisition, the variables that affect the learning process-especially those which operate by means of impacting self-motivation-must be acknowledged (e.g., cross-cultural issues, the classroom's social environment). Noteworthily, while strategic approaches can be capitalised on by educators to promote learning motivation, punishments and excessive corrective measures adversely affect motivational levels. Context-specific issues should always be borne in mind throughout the process of L2 teaching and learning within the classroom.
Examining the Relationship Between L2 Motivational Self System and L2—Learning Among TESL Students
2012
The present study intends to show the relationship between three motivational variables known as “ideal L2 (second language) self”,“ought-to L2 self”, and “attitudes to learning English” and students' intended effort to learn English. A questionnaire of 33 items was administered to two groups of TESL (Teaching English as a Second Language) students—first-year students (53 samples) and final-year students (55 samples) in Mashhad Azad University, Iran.
2014
To enrich our understanding of the attitudinal/motivational basis of foreign language learning at junior high school level, this study investigated the students’ status of L2 motivation, the relationship between motivational factors, and the possibility of predicting their motivated learning behavior in light of Dornyei’s (2005, 2009) theory of L2 Motivational Self System. To this end, 1462 junior high school students classified as private language institute-goers and non-goers filled in the Persian version of L2 Motivational Self System questionnaire. After applying independent samples t-test, correlation, and regression analyses, it was found that all students enjoyed positive attitudinal and motivational dispositions although to a different extent, attitude toward learning English was the main predictor of their motivated learning behavior, and Ideal L2 Self was particularly stronger in the institute goers, while Ought-to L2 Self was rather the same for both groups.
Journal of Education and Training Studies, 2013
I will describe a program that I developed to motivate grade five elementary school learners of English in Singapore to put more time and effort into learning English by enhancing their vision of their Ideal second language (L2) self and making their goals for learning English more clear and specific. The Ideal L2 self is the representation of the L2 attributes that one wishes to possess if one is able to master one's L2. The participants, who were separated into a control group and an experimental group, lacked both confidence in their English and the motivation to study it. They also had negative attitudes toward studying English. During the training program, which consisted of a series of workshops, I asked the participants in the experimental group to imagine scripted imagery situations to enhance their vision of their Ideal L2 self. I also helped these participants to develop clear and specific goals and action plans for learning English. The mixed methods longitudinal study, which lasted four months, employed a series of questionnaires and interviews in order to assess the participants' motivational development. The main findings were that 90% of the participants in the experimental group became more motivated to learn English, more confident in their English, and exhibited more positive attitudes toward learning English as a result of the program. Only 50% of the participants became motivated, 75% became more confident, and 90% improved their attitudes toward learning English in the control group.