Modeling the Relationship between Revised L2 Motivational Self System, L2 Emotions, Motivated Learning Behavior, and L2 Proficiency | ||
| Teaching English as a Second Language Quarterly (Formerly Journal of Teaching Language Skills) | ||
| دوره 42، شماره 4، اسفند 2023، صفحه 115-136 اصل مقاله (1.1 M) | ||
| نوع مقاله: Research Paper | ||
| شناسه دیجیتال (DOI): 10.22099/tesl.2023.48079.3212 | ||
| نویسندگان | ||
| Davoud Amini* ؛ Hesam Najjar Hosseini؛ Abolfazl Ghasemzadeh | ||
| Department of English Language and Literature, Azarbaijan Shahid Madani University, Tabriz, Iran | ||
| چکیده | ||
| L2 Motivational Self System (Dörnyei, 2005, 2009) holds a remarkable potency in explaining the long-term routes to L2 acquisition. Meanwhile, due to the prevalence of dynamic systems perspective, the theory has been awaited to account for the affective and cognitive aspects of L2 learning. The present study attempted to test an integrated model to examine the correlations between components of the revised L2MSS, L2 emotions of Enjoyment and Boredom, Intended Learning Effort, Vigilant and Eager L2 Use, and L2 Proficiency utilizing structural equation modeling. The data was obtained from 350 TOEFL test takers in ETS official centers in Iran. The results demonstrated the strongest prediction of Intended Learning Effort by Ought L2 Self/Own, coming next to the Ideal L2 Self/Own and Ideal L2 Self/Other. Ideal L2 Self/Own and L2 Learning Experience were positive predictors of L2 Enjoyment, whereas Ought L2 Self/Other and L2 Learning Experience had a positive and negative impact on L2 Boredom, respectively; L2 Enjoyment predicted Intended Learning Effort and Eager L2 Use positively, whereas L2 Intended Learning Effort Vigilant L2 Use were predicted negatively and positively by Boredom, respectively. Moreover, Eager L2 Use and Intended Learning Effort were positive predictors of L2 Proficiency; however, Vigilant L2 Use was conversely related to L2 Proficiency. Overall, the findings illustrate the superiority of a promotion orientation to L2 learning and the equal importance of quality and quantity of the Motivated Learning Behavior, which has significant pedagogical implications in terms of motivational and self-regulatory learning strategies in designing and managing L2 classroom tasks. | ||
| کلیدواژهها | ||
| Boredom؛ Eager L2 Use؛ L2 Motivational Self-System؛ L2 Proficiency؛ Regulatory Focus Theory | ||
| مراجع | ||
|
Al-Hoorie, A. H. (2018). The L2 motivational self-system: A meta-analysis. Studies in Second Language Learning and Teaching, 8 (4), 721–754. https://doi.org/10.14746/ssllt.2018.8.4.2
Al-Shehri, A. S. (2009). Motivation and vision: The relation between the ideal L2 self, imagination, and visual style. In Z. Dörnyei and E. Ushioda (Eds.), Motivation, language identity, and the L2 self (pp. 164–171). Bristol, UK: Multilingual Matters.
Boo, Z., Dörnyei, Z., & Ryan, S. (2015). L2 motivation research 2005–2014: Understanding a publication surge and a changing landscape. System, 55, 145-157. https://doi.org/10.1016/j.system.2015.10.006
Buck, R. (2005). Adding ingredients to the self-organizing dynamic system stew: Motivation, communication, and higher-level emotions–and don't forget the genes! Behavioral and Brain Sciences, 28 (2), 197-198. https://doi.org/10.1017/S0140525X05250045
Busse, V. (2013). An exploration of motivation and self-beliefs of first-year students of German. System, 41 (2), 379-398. http://dx.doi.org/10.1016%2Fj.system.2013.03.007
Cohen, J. (2013). Statistical power analysis for the behavioral sciences. Routledge.
Csizér, K., & Kormos, J. (2009). Learning experiences, selves, and motivated learning behavior: A comparative analysis of structural models for Hungarian secondary and university learners of English. In Z. Dörnyei and E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 98–119). Bristol, UK: Multilingual Matters.
Csizér, K., & Lukács, G. (2010). The comparative analysis of motivation, attitudes, and selves: The case of English and German in Hungary. System, 38 (1), 1–13. http://dx.doi.org/10.1016%2Fj.system.2009.12.001
Deci, E.L., & Ryan, R.M. (2004). Handbook of self-determination research. University of Rochester Press.
Derakhshan, A., Kruk, M., Mehdizadeh, M., & Pawlak, M. (2021). Boredom in online classes in the Iranian EFL context: Sources and solutions. System, 101, 1-16. http://dx.doi.org/10.1016/j.system.2021.102556
Dewaele, J.M., & Dewaele, L. (2020). Are foreign language learners’ enjoyment and anxiety specific to the teacher? An investigation into the dynamics of learners’ classroom emotions. Studies in Second Language Learning and Teaching, 10 (1), 45-65. http://dx.doi.org/10.14746/ssllt.2020.10.1.3
Dewaele, J.M., & MacIntyre, P. D. (2014). The two faces of Janus? Anxiety and enjoyment in the foreign language classroom. Studies in Second Language Learning and Teaching, 4 (2), 237-274. http://dx.doi.org/10.14746/ssllt.2014.4.2.5
Dewaele, J.M., Magdalena, A.F., & Saito, K. (2019). The effect of perception of teacher characteristics on Spanish EFL learners’ anxiety and enjoyment. The Modern Language Journal, 103 (2), 412-427. http://dx.doi.org/10.1111/modl.12555
Dewaele, J.M., Witney, J., Saito, K., & Dewaele, L. (2018). Foreign language enjoyment and anxiety: The effect of teacher and learner variables. Language Teaching Research, 22 (6), 676-697. http://dx.doi.org/10.1177/1362168817692161
Dornyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Mahwah.
Dörnyei, Z. (2009). The L2 motivational self-system. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 9-42). Multilingual Matters.
Dörnyei, Z., & Chan, L. (2013). Motivation and vision: An analysis of future L2 self-images, sensory styles, and imagery capacity across two target languages. Language Learning, 63 (3), 437-462. http://dx.doi.org/10.1111/lang.12005
Dornyei, Z., & Kubanyiova, M. (2014). Motivating learners, motivating teachers: Building vision in the language classroom. Cambridge University Press.
Dörnyei, Z., & Ushioda, E. (2011). Teaching and researching motivation (2nd ed.). Routledge.
Fornell, C., & Larcker, D.F. (1981). Structural equation models with unobservable variables and measurement error: Algebra and statistics. Journal of Marketing Research, 18 (3), 382-388. https://doi.org/10.2307/3150980
Ghanizadeh, A., & Jahedizadeh, S. (2017). Directed Motivational Currents: The Implementation of the Dynamic Web-Based Persian Scale among Iranian EFL Learners. Teaching English as a Second Language Quarterly (Formerly Journal of Teaching Language Skills), 36(1), 27-56. https://doi.org/10.22099/jtls.2017.23952.2159
Higgins, E.T. (1987). Self-discrepancy: a theory relating self and affect. Psychological Review, 94 (3), 319-340. http://dx.doi.org/10.1037/0033-295X.94.3.319
Higgins, E.T. (1997). Beyond pleasure and pain. American Psychologist, 52 (12), 1280-1300. http://dx.doi.org/10.1037//0003-066X.52.12.1280
Higgins, E.T. (1998). Promotion and prevention: Regulatory focus as a motivational principle. Advances in Experimental Social Psychology, 30(1), 1-46.
Higgins, E.T. (2011). Beyond pleasure and pain: How motivation works. Oxford University Press.
Hiver, P., & Al‐Hoorie, A. H. (2020). Reexamining the role of vision in second language motivation: A preregistered conceptual replication of You, Dörnyei, and Csizér (2016). Language Learning, 70 (1), 48-102. http://dx.doi.org/10.1111/lang.12371
Kim, H. Y. (2013). Statistical notes for clinical researchers: Assessing normal distribution using skewness and kurtosis. Restorative Dentistry & Endodontics, 38 (1), 52-54. http://dx.doi.org/10.5395/rde.2013.38.1.52
Kim, Y. K., & Kim, T. Y. (2011). The effect of Korean secondary school students’ perceptual learning styles and ideal L2 self on motivated L2 behavior and English proficiency. Korean Journal of English Language and Linguistics, 11 (1), 21-42. http://dx.doi.org/10.15738/kjell.11.1.201103.21
Klenk, M. M., Strauman, T. J., and Higgins, E. T. (2011). Regulatory focus and anxiety: A self-regulatory model of GAD-depression comorbidity. Personality and Individual Differences, 50 (7), 935-943.
Korkmaz, S., Göksülük, D., & Zararsiz, G. (2014). MVN: An R package for assessing multivariate normality. R Journal, 6 (2), 151-162. http://dx.doi.org/10.32614/RJ-2014-031
Kruk, M., & Zawodniak, J. (2020). A Comparative study of the experience of boredom in the L2 and L3 classroom. English Teaching & Learning, 44 (4), 417-437. http://dx.doi.org/10.1007/s42321-020-00056-0
Kruk, M., Pawlak, M., & Zawodniak, J. (2021). Another look at boredom in language instruction: The role of the predictable and the unexpected. Studies in Second Language Learning and Teaching, 11 (1), 15-40. http://dx.doi.org/10.14746/ssllt.2021.11.1.2
Lamb, M. (2012). A self-system perspective on young adolescents’ motivation to learn English in urban and rural settings. Language Learning, 62 (4), 997–1023. https://psycnet.apa.org/doi/10.1111/j.1467-9922.2012.00719.x
Li, C., Dewaele, J. M., & Hu, Y. (2021). Foreign language learning boredom: conceptualization and measurement. Applied Linguistics Review, 11 (3), 1-29. http://dx.doi.org/10.1515/applirev-2020-0124
MacIntyre, P. D., & Vincze, L. (2017). Positive and negative emotions underlie motivation for L2 learning. Studies in Second Language Learning and Teaching, 7 (1), 61-88. http://dx.doi.org/10.14746/ssllt.2017.7.1.4
MacIntyre, P. D., and Mercer, S. (2014). Introducing positive psychology to SLA. Studies in Second Language Learning and Teaching, 4 (2), 153–172. http://dx.doi.org/10.14746/ssllt.2014.4.2.2
MacIntyre, P. D., MacKinnon, S. P., & Clément, R. (2009). The baby, the bathwater, and the future of language learning motivation research. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 43-65). Multilingual Matters.
MacIntyre, P. D., Ross, J., & Clément, R. (2019). Emotions Are Motivating. In M. Lamb, K. Csizér, A. Henry, & S. Ryan (Eds.), The Palgrave Handbook of Motivation for Language Learning (pp. 183-202). Palgrave Macmillan. https://doi.org/10.1007/978-3-030-28380-3_9
Moskovsky, C., Assulaimani, T., Racheva, S., & Harkins, J. (2016). The L2 motivational self-system and L2 achievement: A study of Saudi EFL learners. The Modern Language Journal, 100 (3), 641–654. http://dx.doi.org/10.1111/modl.12340
Muthén, L. K., & Muthén, B. O. (1998-2017). Mplus user’s guide (8th ed.). Muthén & Muthén.
Nakamura, S., Darasawang, P., & Reinders, H. (2021). The antecedents of boredom in L2 classroom learning. System, 98, 1-15. http://dx.doi.org/10.1016/j.system.2021.102469
Nizigama, E., Fazilatfar, A., & Jabbari, A. (2023). Motivation in Simultaneous Multiple Foreign Language Learning in Burundi: A Complex Dynamic Systems Theory Perspective. Teaching English as a Second Language Quarterly (Formerly Journal of Teaching Language Skills), 42(3), 147-169. https://doi.org/10.22099/tesl.2023.47924.3201
Papi, M. (2010). The L2 motivational self-system, L2 anxiety, and motivated behavior: A structural equation modeling approach. System, 38 (3), 467–479. http://dx.doi.org/10.1016/j.system.2010.06.011
Papi, M. (2018). Motivation as quality: Regulatory fit effects on incidental vocabulary learning. Studies in Second Language Acquisition, 40 (4), 707-730. http://dx.doi.org/10.1017/S027226311700033X
Papi, M., & Abdollahzadeh, E. (2012). Teacher motivational practice, student motivation, and possible L2 selves: An examination in the Iranian EFL context. Language Learning, 62 (2), 571-594. http://dx.doi.org/10.1111/j.1467-9922.2011.00632.x
Papi, M., & Khajavy, G. H. (2021). Motivational mechanisms underlying second language achievement: A regulatory focus perspective. Language Learning, 71 (2), 537-572. http://dx.doi.org/10.1111/lang.12443
Papi, M., Bondarenko, A. V., Mansouri, S., Feng, L., & Jiang, C. (2019). Rethinking L2 motivation research: The 2×2 model of L2 self-guides. Studies in Second Language Acquisition, 41 (2), 337-361. http://dx.doi.org/10.1017/S0272263118000153
Pawlak, M., Kruk, M., & Zawodniak, J. (2020). Investigating individual trajectories in experiencing boredom in the language classroom: The case of 11 Polish students of English. Language Teaching Research, 26 (4), 598-616. http://dx.doi.org/10.1177/1362168820914004
Pawlak, M., Zawodniak, J., & Kruk, M. (2021). Individual trajectories of boredom in learning English as a foreign language at the university level: Insights from three students’ self-reported experience. Innovation in Language Learning and Teaching, 15 (3), 263-278. http://dx.doi.org/10.1080/17501229.2020.1767108
Plonsky, L., & Oswald, F. L. (2014). How big is “big”? Interpreting effect sizes in L2 research. Language Learning, 64 (4), 878-912. http://dx.doi.org/10.1111/lang.12079
Roohani, A., & Mohammadi, N. (2015). The Relationship between EFL Teachers’ Emotional Intelligence and Students’ Motivational Attributes. Teaching English as a Second Language Quarterly (Formerly Journal of Teaching Language Skills), 33(3), 113-133. http://dx.doi.org/10.22099/jtls.2015.2483
Sullivan, G. M., & Feinn, R. (2012). Using effect size—or why the P value is not enough. Journal of Graduate Medical Education, 4 (3), 279-282. http://dx.doi.org/10.4300/JGME-D-12-00156.1
Taguchi, T., Magid, M., & Papi, M. (2009). The L2 motivational self-system among Japanese, Chinese, and Iranian learners of English: A comparative study. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 66–97). Bristol, UK: Multilingual Matters.
Takahashi, C., & Im, S. (2020). Comparing self-determination theory and the L2 motivational self-system and their relationships to L2 proficiency. Studies in Second Language Learning and Teaching, 10 (4), 673-696. http://dx.doi.org/10.14746/ssllt.2021.11.4.4
Team, R. C. (2014). R: A language and environment for statistical computing (Version 2.15.2) [Computer software]. R Foundation for Statistical Computing.
Teimouri, Y. (2017). L2 selves, emotions, and motivated behaviors. Studies in Second Language Acquisition, 39 (4), 681-709. http://dx.doi.org/10.1017/S0272263116000243
Van Dijk, D., & Kluger, A. N. (2011). Task type as a moderator of positive/negative feedback effects on motivation and performance: A regulatory focus perspective. Journal of Organizational Behavior, 32 (8), 1084-1105. http://dx.doi.org/10.1002/job.725
Van‐Dijk, D., & Kluger, A. N. (2004). Feedback sign effect on motivation: Is it moderated by regulatory focus? Applied Psychology, 53 (1), 113-135. http://dx.doi.org/10.1111/j.1464-0597.2004.00163.x
Yashima, T., Nishida, R., & Mizumoto, A. (2017). Influence of learner beliefs and gender on the motivating power of L2 selves. The Modern Language Journal, 101 (4), 691-711. http://dx.doi.org/10.1111/modl.12430
You, C. J., & Dörnyei, Z. (2014). Language learning motivation in China: Results of a large-scale stratified survey. Applied Linguistics, 37 (4), 495-519. https://doi.org/10.1111/lang.12140
You, C., Dörnyei, Z., & Csizér, K. (2016). Motivation, vision, and gender: A survey of learners of English in China. Language Learning, 66 (1), 94-123. http://dx.doi.org/10.1111/lang.12140 | ||
|
آمار تعداد مشاهده مقاله: 182 تعداد دریافت فایل اصل مقاله: 377 |
||