Language Learning motivation

Present study examines different teaching styles, measures adolescents' psychosocial development and investigates the relationship of teaching styles and adolescents'' developmental tasks. A total of 130 students and 45 teachers from three Intermediate Colleges of Rawalpindi region were taken as sample of the study. Two instruments namely TSQ & SPSDI were constructed at 5 point Likert scale and validated through two experts of the field. Their reliability was checked through SPSS at Cronbach's Alpha and it was found to be .85 & .76 respectively. TSQ indicated that most of the teachers were aware of their teaching style and these styles were given five categories namely; expert, formal authority, personal model, facilitator & delegator style. The teachers having personal model style have a strong positive correlation with adolescents' psychosocial development whereas expert style has negative correlation.

In this study, we respond to calls for more research on the motivation to learn a third language (L3), especially regarding how this motivation is influenced by linguistic distance in various second language (L2) contexts. We employed a comparative and mixed-method design to investigate whether L3 learners with a "longer L2-L3 linguistic distance" show significantly different L3 motivational constructs compared with L3 learners with a "shorter L2-L3 linguistic distance". We recruited sixty university students majoring in English who were enrolled under same program curriculum in China, with half of them selecting French as their L3 and with the other half selecting Japanese. The French L3 group was labeled "shorter L2-L3 linguistic distance", and the Japanese L3 group was labeled "longer L2-L3 linguistic distance". We recruited learners from the same Chinese university to complete a Taguchi-based questionnaire on the L3 motivational system. The quantitative results revealed that the ideal L3 self, the ought-to L3 self, family influence and instrumentality promotion were significantly different between these two L3 groups. Qualitative results based on follow-up interviews with four participants showed that shorter L2-L3 linguistic distance contributed to higher instrumentality promotion, and family influence tended to be driven by practical concerns. These findings demonstrate how cross-linguistic factors may impact multilingual learners' motivation and insights, which may be also of assistance to L3 acquisition and pedagogy.

Given the increasing number of L2 Chinese learners in Europe, it is critical to understand their learning motivation and strategies to support successful Chinese acquisition. This study aims to explore learners' motivation for learning Chinese and examines how these relate to their learning strategies. With a mixed research design, SPSS 28 was utilized for descriptive analysis, Mplus 8.3 was employed for Confirmatory Factor Analysis (CFA), and STATA 18.0 was adopted for analysing the relationship between learning motivation and learning strategies by a hierarchical regression model. In addition, MAXQDA2022 was employed for qualitative analysis of L2 Chinese learning motivation. The findings highlight diverse motivation of European L2 Chinese learners and their impact on the use of Chinese learning strategies. The study offers valuable insights on Chinese learning motivation, various learning strategies and provides implications for improving Chinese learning and teaching outcomes. It also contributes to the understanding of how cultural background and institutional contexts in Europe influence L2 Chinese learning, offering guidance for refining strategies to promote Chinese language education in European settings.

This article uses an autoethnographic lens (Ellis et al., 2011) to present the concept of teacher possible selves and invites past, present, and future English as a Foreign Language teachers to apply the concept to themselves. Specifically, teacher possible selves offers three perspectives on how language teachers see themselves as professionals: actual self, ought-to self, and feared self. Then, the question asked is how these teacher possible selves may affect teaching effectiveness and satisfaction. Personal histories, current teaching conditions, student perceptions, teacher education programs, and changing educational trends serve as sources of teachers' perceptions of possible selves. Additionally, the literature on teacher possible selves suggests that teachers base their self-assessment on categories such as pedagogical skills, socioaffective skills, personality, and professional outlook. The concept of teacher possible selves is particularly important regarding teachers who are currently discouraged and disoriented due to the difficulties they experience being in the profession. Creating positive visions about oneself can serve as a motivation and a guide on what steps teachers can take to improve their current situation. This paper suggests relevant strategies.

Present study examines different teaching styles, measures adolescents' psychosocial development and investigates the relationship of teaching styles and adolescents'' developmental tasks. A total of 130 students and 45 teachers from three Intermediate Colleges of Rawalpindi region were taken as sample of the study. Two instruments namely TSQ & SPSDI were constructed at 5 point Likert scale and validated through two experts of the field. Their reliability was checked through SPSS at Cronbach's Alpha and it was found to be .85 & .76 respectively. TSQ indicated that most of the teachers were aware of their teaching style and these styles were given five categories namely; expert, formal authority, personal model, facilitator & delegator style. The teachers having personal model style have a strong positive correlation with adolescents' psychosocial development whereas expert style has negative correlation.

Artificial intelligence-mediated informal digital learning of English (AI-IDLE) might strengthen second language (L2) learners' motivational self-concept (e.g., the ideal L2 self) and enhance their foreign language enjoyment (FLE) by enabling them to build confidence, engagement, and willingness to practice their English skills in a self-directed, instant feedback, and nonjudgemental learning environment. In our explanatory mixed-method study, we collected questionnaire data from 299 Chinese undergraduate English as a foreign language (EFL) learners and interviewed 12 of them. Structural equation modelling showed that students who participated in AI-IDLE more often reported a clearer ideal L2 self and greater FLE, but those with a greater ideal L2 self did not report more FLE. In addition, gender did not moderate the impact of AI-IDLE on FLE. Analysis of the interview data not only corroborated the quantitative results but also highlighted that while EFL learners can acquire a sense of FLE and vivid ideal L2 selves as they agentively negotiate the affordances of generative AI for informal language learning purposes, the sense of FLE and motivational force may shift across contexts to shape their continued investment in AI-IDLE practices. By comparing and integrating the quantitative and qualitative insights, this study highlights the pedagogical potential of AI-IDLE activities that can strengthen EFL learners' motivation, enjoyment, and commitment to English learning.

The present paper aims to provide some insights into the learning pathway shaped by English language learning websites and to suggest possible implementations for language teachers. The analysis, conducted on a selection of free access EFL websites, will ascertain to what extent the English language practice provided by the websites mirrors or deviates from online classes procedures as well as from self-access materials such as books and CD-ROMs.

Individual Experiences and Challenges Learning a modern dialect is continuously a transformative encounter, but learning two languages-English and Japanese-has been an particularly special travel for me. As somebody who has continuously been interested by diverse

The present study was an attempt to investigate assessment literacy among ESP instructors in the Iranian academic context. A mixed-methods sequential explanatory study was designed, and 100 novice/experienced ESP instructors with TEFL/non-TEFL backgrounds at the Ph.D. level were selected through criterion sampling to complete a questionnaire and a scale. Then, from among the mentioned participants, 20 were selected for classroom observations and in-depth, semi-structured interviews based on convenience sampling. First, the quantitative data were collected using observation checklists and analyzed through running Chi-square to compare the assessment practices of novice/experienced instructors with TEFL/non-TEFL backgrounds. Next, the qualitative data were collected through taking notes and applying interviews. All interviews were transcribed, categorized, and analyzed through content analysis of themes and open/axial coding. The findings indicated that the instructors with TEFL backgrounds significantly practiced assessment methods more than the ones with non-TEFL backgrounds. Furthermore, it was found that novice instructors significantly practiced assessment methods more than the experienced ones. Likewise, it was identified that novice TEFL instructors perceived assessment components better than their non-TEFL or experienced counterparts. The findings of this study can be useful for executive administrators in the ministry of higher education, university instructors and students.

Besides being promoted as a way to improve target language proficiency, Content and Language Integrated Learning (CLIL) is also believed to positively impact socio-affective variables such as language attitudes and motivation (European Commission, 2014). Yet, few extensive empirical studies exist on these aspects in CLIL. The present contribution aims to address this gap in the literature by investigating language attitudes and motivation in CLIL on a large scale across two target languages (English and Dutch) and two instruction levels (primary and secondary). Questionnaire data were collected from 896 pupils in French-speaking Belgium measuring their language attitudes in terms of perceived easiness and attractiveness of the target language and their motivation in terms of expectancy for success, task value and cost. Results of the MANCOVAs show pupils report more positive attitudes and higher motivation in CLIL compared to non-CLIL and in English compared to Dutch. However, these differences mainly appear at secondary level, suggesting more favorable profiles develop after the fifth grade, which is the onset of formal foreign language instruction for non-CLIL pupils. Moreover, the effect sizes indicate that the target language (English vs. Dutch) plays a more crucial role than CLIL vs. non-CLIL regarding language attitudes and motivation.

The teaching and learning of a foreign language (FL) is undoubtedly a complex process that involves many factors to achieve a high degree of development by students. These factors range from students' linguistic skills, cultural socioeconomic elements of educational institutions and the methodologies used by teachers. The field of foreign language research has found a recurrent factor which can greatly influence the learners' second language achievement or foreign language acquisition, this pivotal factor is motivation. This study is aimed to compare English language learning motivation in urban and rural high school contexts. The sample included students from 16-18 years old. This study took a quantitative approach using a cross-sectional analysis with an exploratory scope. Descriptive statistics were used to determine the relationship between motivation in English language learning and urban or rural context. Utilizing Dörnyei's second language (L2) Motivational Self System as the theoretical framework, for this study, sections from 4 validated questionnaires were utilized. The results showed there is no marked and regular numerical difference for the variables studied. However, throughout the discussion, there were some significant differences in certain variables, so that the particularities represented by them can lead to important conclusions. These outcomes allow having greater clarity about the importance of contextualizing the English language as a foreign language teaching in both settings to improve the motivation of the students in the process.

The teaching and learning of a foreign language (FL) is undoubtedly a complex process that involves many factors to achieve a high degree of development by students. These factors range from students' linguistic skills, cultural socioeconomic elements of educational institutions and the methodologies used by teachers. The field of foreign language research has found a recurrent factor which can greatly influence the learners' second language achievement or foreign language acquisition, this pivotal factor is motivation. This study is aimed to compare English language learning motivation in urban and rural high school contexts. The sample included students from 16-18 years old. This study took a quantitative approach using a cross-sectional analysis with an exploratory scope. Descriptive statistics were used to determine the relationship between motivation in English language learning and urban or rural context. Utilizing Dörnyei's second language (L2) Motivational Self System as the theoretical framework, for this study, sections from 4 validated questionnaires were utilized. The results showed there is no marked and regular numerical difference for the variables studied. However, throughout the discussion, there were some significant differences in certain variables, so that the particularities represented by them can lead to important conclusions. These outcomes allow having greater clarity about the importance of contextualizing the English language as a foreign language teaching in both settings to improve the motivation of the students in the process.

This study aims to examine the key issues encountered in teaching Turkish as a foreign language and proposes solutions to these problems through a literature review. The research identifies core problem areas such as teaching materials, teaching methods, student motivation, language proficiency, cultural differences, and teacher competencies. It also evaluates how these problems affect the teaching process. Findings reveal that students face difficulties in language learning when teaching materials are not aligned with their level, teaching methods are limited, and teachers lack sufficient training. Additionally, it is emphasized that strategies to increase student motivation and cultural awareness must be developed. The proposed solutions include adapting teaching materials to students' language levels, providing in-service training for teachers, increasing the use of technology, and promoting cultural integration.

As part of a four-year longitudinal study, the researchers investigate how learners of English at a university in Japan sustain their motivation to engage in self-directed study outside of class. Interview data are analysed drawing on the theoretical models of the self-regulation of motivation (SRM) model (Sansone, 2009; Sansone & Thoman, 2005) and research in the area of interest development (Hidi & Renninger, 2006). Results show that participants have goals-defined motivation, experience defined motivation or a combination of the two. Different phases of participants' development of interest are also evident in the case study data.

This research reports the extent to which the teacher factor causes the willingness of students to speak in a
foreign language class. Looking at many students who do not speak when in a foreign language class, this
study is therefore conducted to see in terms of which teacher factors can make students want to talk. This
research uses a qualitative approach with student reflection documents. The researcher selected 25
students as participants in this study. This research was conducted by observation and taking data through
filling reflections conducted by students through Google Form. From the results of the reflection analysis
the researcher found that each student had the same opinion in expressing their way to talk in class, that is
by looking at or depending on what method the teacher used in the classroom. In this case, the method
used by the teacher in the classroom is the method of seating arrangements in discussion groups. 
Keywords: Teachers’ Factor; Willingness to Communicate (WTC).

This paper draws on the European Union's (EU's) multilingualism language policy which highlights the importance of learning foreign languages. Considering the importance of motivation in foreign language learning (FLL) the differences in university students' beliefs about their motivation based on sociodemographic characteristics and foreign language competence factors were investigated. Self-reported data were collected from 631 first-year undergraduate university students attending different academic study programs at three universities in Croatia. The survey asked students to report if they were or were not motivated to learn foreign languages. Students' sincere answers about their motivation are important information that should not be disregarded but observed, understood, and used to find ways to support FLL. It was found that nearly one-third of participants reported they were not motivated to learn foreign languages. This result revealed a greater number of students who described themselves as unmotivated for FLL than expected. Overall, with the exception of gender, no statistically significant differences in student beliefs about their motivation for FLL were found based on socio-demographic factors. However, differences in motivational beliefs were found according to variables related to students' foreign language competence.

The teaching and learning of a foreign language (FL) is undoubtedly a complex process that involves many factors to achieve a high degree of development by students. These factors range from students' linguistic skills, cultural socioeconomic elements of educational institutions and the methodologies used by teachers. The field of foreign language research has found a recurrent factor which can greatly influence the learners' second language achievement or foreign language acquisition, this pivotal factor is motivation. This study is aimed to compare English language learning motivation in urban and rural high school contexts. The sample included students from 16-18 years old. This study took a quantitative approach using a cross-sectional analysis with an exploratory scope. Descriptive statistics were used to determine the relationship between motivation in English language learning and urban or rural context. Utilizing Dörnyei's second language (L2) Motivational Self System as the theoretical framework, for this study, sections from 4 validated questionnaires were utilized. The results showed there is no marked and regular numerical difference for the variables studied. However, throughout the discussion, there were some significant differences in certain variables, so that the particularities represented by them can lead to important conclusions. These outcomes allow having greater clarity about the importance of contextualizing the English language as a foreign language teaching in both settings to improve the motivation of the students in the process.

Over the last decade, Zoltán Dörnyei's L2 Motivational Self-System (L2MSS) theoretical framework has been used to explore the relationship between successful second language learning and learner motivation in a myriad of language learning contexts. However, not many studies have been carried out in developing countries. Through the lens of L2MSS's three main components: Ideal L2 self, Ought to L2 self, and Learning experience, this study explores Language Learning Motivated Behavior (LLMB) in an Ecuadorian EFL setting. The article is part of a university research project. One hundred twenty-eight senior high school students completed a questionnaire drawn from previous research studies on the L2MSS. The results confirm that the Ideal L2 Self is a strong predictor of language learning motivation in Ecuador, validating this component as one of the

Despite consensus on the important role of grammar instruction, there are debates about teaching it. Teachers' perceptions about grammar and how it should be taught influence their teaching. Classroom observations indicate that regardless of teachers’ experience and proficiency, their grammar teaching practices are not usually void of problems. Identifying language teachers’ areas of weaknesses in grammar teaching, finding such problematic areas, raising their awareness and providing solutions in line with effective grammar teaching principles can enhance the effectiveness of grammar instruction. This qualitative study aimed at identifying the main problems in the grammar teaching practice of 34 experienced Iranian English teachers through observing their classes, exploring their awareness of effective grammar instruction principles using a semistructured interview and finding mismatches between their grammar teaching knowledge and practice. The most frequently observed problems...

Self-assessment, as one type of alternative assessment, with the increased attention to learner-centered curricula, needs analysis, and learner autonomy has gained popularity in recent years. The aim of this study was to investigate the effect of self-assessment on Javanroodian Foreign Language (Kordestan) Learners' Oral Performance ability. Methods: The assessment program involved training, practice, videotaping, feedback, assessment and discussion. Twenty English as a foreign language students of foreign language institutes in Javanrood participated in the study. They were divided into experimental and control group, based on the results of English oral performance pre-tests. The research instrument consisted of a self-assessment checklist containing subcategories related to the organization of the presentation, content, linguistic factors (vocabulary use, grammatical rules and pronunciation) and interaction with the audience. It was developed as a result of interviewing participants and their teachers and then adapting results based on the results of reviewing available checklists in the literature. The data was collected by the experimental group members' self-assessments of their 6 oral performances and the teacher's assessment of their performances. Results: The obtained data was analyzed using descriptive and inferential methods. Results indicated that participating in self-assessment process had positive effect on learners' oral performance ability. Discussion: Results will have implications for policy makers, material designers and developers, teachers and learners. It will also open up the doors of introducing new trends in assessment to teachers and learners.

This study mainly investigates the motivation sources and problems of learners of Turkish as a foreign language (TFL). For this aim, participants (n=100) from Turkish language centres in Türkiye were recruited through convenience random sampling. Within the framework of the socio-educational model and self-determination theory, the participants were asked to complete a scale on motivation sources and problems. The collected data were coded and analysed through SPSS. The results indicated no statistically significant difference in terms of motivation sources and problems. When items were examined separately, the highest mean of the leaners' answers was in communication need. Communication with the community is one of the components of Gardner's integrative motivation. This leads us to think that learners of Turkish as a foreign language mainly have integrative motivation. When the results were compared by gender, statistically significant difference was found in one item of motivation problems subdimension. Male participants were found to think language learning is an ability and females are much better on this issue.

Yabancı Dil Olarak Türkçe Öğrenenlerin Motivasyon Kaynakları ve
Sorunlarının İncelenmesi

Bu çalışma yabancı dil olarak Türkçe öğrenenlerin motivasyon kaynaklarını ve bu süreçte yaşadıkları
problemleri belirlemeyi amaçlamaktadır. Bu amaçla, katılımcılar (n=100) Türkiye’deki Türkçe dil merkezlerinden
amaca uygun tesadüfi örneklem yöntemiyle seçilmiştir. Sosyo-eğitimsel model ve öz belirleme teorisi çerçevesinde
katılımcılardan motivasyon kaynakları ve sorunlarına yönelik bir ölçek doldurmaları istenmiştir. Toplanılan veri
kodlanmış ve SPSS programı aracılığıyla analiz edilmiştir. Sonuçlar, motivasyon kaynakları ve sorunları açısından
istatistiksel olarak anlamlı bir fark olmadığını göstermiştir. Maddeler ayrı ayrı incelendiğinde, en yüksek ortalamaya
sahip olan madde öğrencilerin iletişim kurma ihtiyacı olarak belirlenmiştir. Toplumla iletişim kurabilmek için o
toplumun dilini öğrenmek Gardner’ın bütünleştirici motivasyonun bileşenlerinden biridir. Bu durum, Türkçeyi
yabancı dil olarak öğrenenlerin ağırlıklı olarak bütünleştirici motivasyona sahip olduklarını düşündürmektedir.
Sonuçlar cinsiyete göre karşılaştırıldığında, motivasyon sorunları alt boyutunun bir maddesinde istatistiksel olarak
anlamlı bir farklılık bulunmuştur. Erkek katılımcıların dil öğrenmeyi bir yetenek olarak değerlendirdikleri ve
kadınların bu konuda daha başarılı olduklarını düşündükleri belirlenmiştir.

This  qualitative  study,  conducted  at  a  Turkish  state  university,  explored  the  motivation  of  repeating students  in  a  pre-sessional English  program  following their previous  failure.  The  research explored their ideal,  ought-to,  and  feared  L2  selves  and  the  factors  influencing  their  motivation.  Data  were  gathered through  focus-group  interviews,  open-ended  questions,  and  learner  journals.  With  confirmation  from  a second  researcher,  data  were  examinedusing  qualitative  content  analysis,  which  involved  initial  code labeling and identifying emerging themes based on these codes to find patterns such as fear of failure and motivation  for  success.  The  findings  revealed  that  both  success  and  failure  played  pivotal  roles  in motivating  these  students.  They  developed  a  deeper  understanding  of  language  learning,  personal motivation,  and  their  own  limitations.  Their  ideal  L2  selves  included  successful  program  completion, effective global communication, a prosperous career, and fluency in English for work. They also felt a sense of  responsibility  to  their families  and  feared  failure  across  various  aspects, which  contributed  to  anxiety and a desire to avoid being perceived as uneducated. This research, focusing on the emotional aspects of second language acquisition, provides valuable insights for language learning strategies and support.

A partire da un’esperienza lavorativa svolta, nel 2018, all’interno del sistema di accoglienza per persone richiedenti asilo e rifugiate di una città del Centro-Nord Italia- e nello specifico nell’ambito di un progetto (Sprar) specificatamente dedicato a persone “vulnerabili”- questo contributo ha l’intento di riflettere analiticamente sul legame tra vulnerabilità, salute e pratiche dell’abitare. I fatti micro che verranno esposti porranno l’attenzione su tre dinamiche interrelate: il farsi delle logiche di controllo sottese al dispositivo di accoglienza; l’impatto di quest’ultimo nel vissuto degli ospiti; gli effetti di questi dispositivi e pratiche sul mio posizionamento di “antropologa nell’accoglienza”. Parole chiave: sistema di accoglienza, vulnerabilità, casa, restrizioni, resistenza, etnografia, riflessivita

Introduction: The study of motivation and its role in the process of teaching and learning foreign languages has achieved an increasing relevance in the field of Applied Linguistics and in the specialized literature. Dörnyei"s Process Model of L2 Motivation is one of the several theories based on interpretations of the motivational process and the variables that influence it. It divides the learning process into two dimensions: an actional sequence, composed of the preactional, actional and postactional phases, and the motivational influences that underlie and fuel the learner"s behavioral process. Objectives: This study aims to identify the motivational influences on the actional phase of the individuals investigated, based on Dörnyei"s Process Model of L2 Motivation; to examine the nature and the circumstances that determine the fluctuations observed in the subjects; and to point out the motivational strategies to maintain or regain enthusiasm to keep learning. Methodology: This research is longitudinal and predominantly qualitative. Eight undergraduate students from the English Bachelor"s Degree of the Universidade Federal do Pará were investigated and data were collected from a narrative, three questionnaires and an interview, from March 2010 to June 2011. Results: Motivating and demotivating factors that influence the behavior of students and different fluctuation patterns during the actional phase of their learning process were observed. They all vary according to their personal characteristics, knowledge and use of management strategies on motivation and self-motivation. Conclusion: Dörnyei's Process Model of L2 Motivation (2011) proved to be very useful to support the data analysis in this research. Motivation is seen as a dynamic phenomenon, which may vary positively or negatively, depending on the beliefs and perceptions of each student and their ability to manage it. This variable feature can lead teachers to consider the influences that vary according to the learner him/herself, but also to the moment of the learning process he/she is at, as well as help them select strategies that promote motivation and prevent its ebb tide during the learning process.

Citation:
Nguyen H. (2023) Language Learning Motivation Among Vietnamese EFL Students ISSN: 2435-9467 – The Barcelona Conference on Education 2023: Official Conference Proceedings (pp. 381-403) https://doi.org/10.22492/issn.2435-9467.2023.31

This study investigated the degrees of language learning motivation among Vietnamese EFL full-time and part-time students, focusing on their instrumental and integrative motivations. The study's results, involving 271 students from a public higher education institution, revealed that Vietnamese students have high levels of language learning motivation. Fulltime students, particularly, have higher levels of integrative motivation, whereas part-time students have higher levels of instrumental motivation. Furthermore, the current study's qualitative data reveals EFL students' intuitive understanding of the term 'language learning motivation' was rather close to that of the literature. Upon their consideration of the importance of English, EFL students in Vietnam have positive attitudes toward learning a second language and disclose numerous approaches to sustain their learning process. Finally, based on the study's findings, suggestions and recommendations for teachers have been highlighted.

Speaking anxiety is a form of foreign language anxiety which may reduce students’ willingness to communicate orally. Despite accent being one of the most salient aspects of speech, there has been little research to date on the relationship between non-native accent and speaking anxiety. The purpose of this study is therefore to examine English learners’ perceptions and beliefs about accent, and also to explore the concept of accent anxiety, that is, speaking anxiety arising due to concern about one’s non-native accent. An anonymous online questionnaire was distributed to English students in a French university. The questionnaire sought to gauge the students’ attitudes both towards speaking and accent and gathered qualitative responses about the students’ experiences of accent anxiety and their coping strategies. A thematic analysis was then carried out on the 54 responses. It was found that the majority of the students did not believe attaining a native-sounding accent was essential...

RESUMO: Neste artigo, busquei apresentar a situacao do ensino do italiano as mulheres de Bangladesh em Roma, cidade onde esta comunidade e muito grande. As mulheres bengalesas frequentemente vivem dentro da comunidade etnica e familiar, com tarefas quase exclusivamente de esposas e maes. Esta situacao influencia as modalidades de organizacao dos cursos de italiano organizados para elas. Neste trabalho, vamos apresentar as caracteristicas da presenca bengalesa e da imigracao feminina. Na bibliografia que trata do ensino para as mulheres e, especialmente as mulheres islâmicas, serao tratadas as necessidades e a organizacao desse ensino. Vamos, em seguida, aprofundar a realidade romana atraves de entrevistas e questionarios as professoras que conhecem essa situacao, uma vez que trabalham em Roma ha muitos anos. Palavras-chave: Roma. Mulheres. Bangladesh. Ensino do italiano. ABSTRACT: In questo articolo ho cercato di presentare la situazione di insegnamento dell’italiano alle donne del ...

The impact of students' intrinsic or extrinsic motivations on their future intentions for online language schooling has been widely documented, but further emphasis needs to be placed on examining motivation beyond traditional theories. Thus, the current study sought to pivot the focus from intrinsic and extrinsic motivation to university language learners’ L2 self-identities in shaping their intention to learn language online. Toward this, we extended the technology acceptance model by integrating language learners’ L2 motivational self-system (L2MSS). Accordingly, 422 Iranian territory students who learned language online completed surveys covering language motivation and attitudes toward online language learning. The results of partial least squares structural equation modeling validated that current L2-self and digital self-authenticity can be used as separable subcomponents of L2MSS in the Iranian territory context. Moreover, learners with a higher level of future self-image and current L2 self-description found online learning more useful and easy to use. A further finding revealed an authenticity gap among higher educators since they were more motivated to learn language online than in face-to-face classrooms. Besides introducing a new conceptual framework into the literature, the researchers suggest that as a way of influencing higher education language learners’ intentions towards online language learning, lecturers should uncover language learners’ future ideal selves in advance of attending this online language course and design their language syllabus accordingly. It is also imperative for instructors to encourage students to self-describe their progress during online courses as it influenced their behavioral intention to learn languages online.

for including this volume in her series. We also greatly appreciate her encouragement and wise counsel. We thank Ros Allum, Project Officer at EFPI, for her ongoing advice and willingness to share her expert opinion on the publication process. We pay our respect and thanks to our colleagues, Flinders University, and School of Education academics and higher degree scholars who have collaborated to contribute to this volume. We especially commend the higher degree candidates and graduates for their willingness to share their work and their personal reflections regarding the higher degree research journey. We also wish to express our gratitude to Margaret Bowden, our editorial assistant, who is indeed an editor's editor, without whose diligence and commitment to attending to detail this publication would not have been possible. Thank you to Matthew Kearney for permission to use one of his diagrams from Kearnery, Schuck, Burden and Aubusson, (2012) and to Doris Bergen and Routledge Publishers for permission to use her Schema for play and learning and five play types (Bergen, 1998, 2006). Finally, we are deeply appreciative of the support provided by the chapter reviewers for their critical reflections and constructive suggestions for each chapter. The reviewers were Helen Askell

The main goal of modern second language (L2) pedagogy is to engender appropriate communication skills among its learners. Hence, willingness to communicate (WTC) in L2 emerged as an important variable in recent years. Several factors have been found to influence students’ L2 WTC directly or indirectly. For this purpose, many scales and questionnaires have been developed so far to examine the factors influencing WTC among L2 students. However, a comprehensive questionnaire on WTC inside ESL classroom is still lacking. Likewise, WTC in relation to language use and motivational orientations in a single study has yet to be investigated. Thus, this study was aimed to develop and validate questionnaires on WTC, language use and motivational orientations. For this purpose, a five-phase model was used.  After an extensive literature review, questionnaires on WTC, language use and motivational orientations were framed. Operational definitions of the three constructs were established and the ...

In the last decades, research in the field of language learning has focused on understanding the motivational processes beneath people’s interest in studying a second language (L2). For this reason, the attitude/motivation test battery (AMTB) was created in order to assess motivation towards L2. This questionnaire was adapted to the Mexican environment, nevertheless no validation process was carried out. The aim of this study was to assess the validity of the Mexican version of AMTB. A sample of 252 University students filled in the questionnaire. After removing 11 items, the instrument showed high internal validity and suitable factorial structure. The final version of the Mexican AMTB, composed by 43 items distributed into 9 dimensions, can be considered a proper instrument for assessing motivation towards L2 in Mexican students.

The concepts of learner engagement and directed motivational currents (DMCs) have recently gained attention for their value in generating a powerful and action-oriented motivational force that is able to cut through the various challenges and disturbances that language learners often face in their educational journey. DMCs, as a form of sustained engagement, describes a long-term experience of intense motivational energy with the aim of achieving a highly valued goal or vision that is characteristic of heightened levels of productivity. From an instructional perspective, therefore, an important aim would be to generate conditions that would lead to such outcomes. Following the framework developed by Dörnyei et al. (2016) for generating DMCs through group projects, the aim of this teacher-based research study was to identify whether learners in a university intensive English program could experience a DMC during an 8-week play performance project conducted in small groups. Focusing specifically on one of the groups and functioning within both a self-determination theory and complex dynamic systems perspective, the study also aimed to identify the combination of elements that contribute to and/or inhibit the development of a DMC. Based on learner data from project journals and conference interviews with the teacher-researcher, the findings indicate that the group experienced a DMC and was the result of a combination of and interaction between a variety of facilitative elements related to positive emotionality; self-concordant goals; goal/vision; a sense of competence, autonomy, and relatedness; and positive group dynamics, key project characteristics, teacher support, and positive outcomes in the form of language-related gains and personal growth. The facilitative elements, furthermore, operated to mitigate against the more attenuating elements represented in the learners' challenges, fears, anxieties, group tensions, and distractions.

The necessity of including syllabi research into current teaching practices is of utmost importance due to the fact that current job markets not only dictate the need for differentiated instruction but also call for novel approaches towards glottodidactic and pedagogical goals within the tertiary educational level. The main aim of this paper is to examine the current status of English for Specific Purposes courses at one of the tertiary educational institutions in order to see whether English for Specific Purposes? practices are really implemented in language classrooms or whether they exist only on paper. The paper focuses on researching selected points in all the syllabi related to teaching English for Specific Purposes in order to establish the types of syllabi used, possible practices used prior to the syllabi design, focus in the syllabi on General English or English for Specific Purposes and the implementation of practices aimed at integrated skills. The research results call ...

This article attempts to realize the dominant approach in developing the academic curriculum of language degree and French literature in Iran. It concentrates on analyzing the content of the curriculum approved by the Ministry of Science, Research and Technology in Iran and the University of Tehran. It was concluded that the first curriculum opts an approach of broad areas by considering the isolated components of language learning. It encompasses the literature of each century. Yet, Tehran University has sought to review the curriculum of Bachelor degree in 2011. With regard to the course of the general French, curriculum decisions are influenced by the corporation, specifically by French companies (under the influence of the action-oriented perspectives in language teaching). In these courses, the approach is based on the general areas. The courses in French literature are based on learning objects and are part of a multidisciplinary approach.

This article attempts to realize the dominant approach in developing the academic curriculum of language degree and French literature in Iran. It concentrates on analyzing the content of the curriculum approved by the Ministry of Science, Research and Technology in Iran and the University of Tehran. It was concluded that the first curriculum opts an approach of broad areas by considering the isolated components of language learning. It encompasses the literature of each century. Yet, Tehran University has sought to review the curriculum of Bachelor degree in 2011. With regard to the course of the general French, curriculum decisions are influenced by the corporation, specifically by French companies (under the influence of the action-oriented perspectives in language teaching). In these courses, the approach is based on the general areas. The courses in French literature are based on learning objects and are part of a multidisciplinary approach.

This study aimed at gaining insights into students’ attitudes in the learning English using the Smart Board or Interactive White Board (IWB) technology in EFL classrooms. The main goal of this paper is to evaluate students’ attitudes towards the use of Smart Board as an instructional tool on student motivation, participation, interaction and retention for learning English in Iranian schools. To achieve this aim, an observation was carried out during lessons in the classroom by the researcher. A questionnaire consisting of 20 questions was also developed by the researcher based on an extensive literature review as well as related instructional theories. The researcher also conducted an interview to find the effect of Smart Boards on student motivation, participation, interaction and retention of information in English classrooms. Analysis of these three instruments yielded patterns of responses concerning how Smart Board or IWB technology can motivate the students and increase their ...

MOOC attrition rates have become a research hotspot in open and online education, requiring researchers to pinpoint psychological, technological, pedagogical, and technical factors that could mitigate this problem. For this aim, the current study applied a tri-phenomenon approach to explore language learners' perceptions of support coupled with the moderation role of their motivation plays in shaping their learning approaches to MOOC. To do so, 428 language learners who completed their online language course on the Iranian MOOC platform answered the study survey before getting their course certificate. An analysis of structural equation modeling (SEM) revealed that MOOC instructional and peer support were positively correlated with learners' deep approach while negatively correlated with the surface one. Although technical support was provided in this instance, it did not contribute to shaping language learners' motivation and deep approach. Moreover, language learners who attended MOOCs to learn language intrinsically perceived more instructional support, whereas language learners who joined these courses to pass some obligations or get course certificates perceived greater peer support that could help them pass such criteria and shape their deep approach to MOOC. Further, both types of motivation significantly mediate learners' instructional and peer support within their deep language learning approach in MOOC. As a result of these findings, both theoretical and practical contributions have been reported in the study to lead MOOCs' enrolment to have a deep approach.

Training plays an important part in supporting educational reform in Oman. This report looks at the effectiveness of the 2005 Primary Teachers' Course (PRIT) for cycle 1 (grades 1-4) in preparing and supporting English teachers in implementing the new national curriculum. A number of key issues are identified, such as the importance of training courses and their need to focus on teachers' requirements and interests. The need to update the course and introduce more activity types and modes of input is discussed. The article ends with suggestions for ways to continue supporting teachers in implementing the new curriculum. These include an ongoing system of support where the trainer develops links with supervisors and senior teachers, and also the development of self-assessment and small-scale classroom-based research strategies, with which teachers can investigate their own practice.

L'introduzione al volume evidenzia gli elementi di raccordo dei capitoli di questo volume che hanno una comune origine in un progetto di ricerca – il PROVIDE – che ancora oggi fornisce riflessioni generatrici di un dibattito ancora pulsante. Nascono quindi da un approccio teorico che Ignazia Bartholini ha delineato già nel 2013, con la pubblicazione del volume Violenza di prossimità (Franco Angeli) e a cui si riinvia per un'analisi più ampia.

This study investigates the attitudes of 100 Libyan English foreign language (EFL) university students towards using authentic materials in the language classroom. The quantitative data of this study was collected through close-ended questionnaire. The majority of the students believed that exposing foreign language (FL) learners to authentic materials has a positive impact on developing their reading skills and on enhancing their awareness about the culture of the target language. However, they emphasize the importance of introducing these materials in small portions and the need for promoting teachers’ and students’ motivation and interest in these materials Despite the challenges and the difficulties that may impede the process of introducing authentic material in the FL classroom, it represents a valuable and useful resource for teachers to use in order to motivate students and develop their language proficiency.

Introduction: The study of motivation and its role in the process of teaching and learning foreign languages has achieved an increasing relevance in the field of Applied Linguistics and in the specialized literature. Dörnyei"s Process Model of L2 Motivation is one of the several theories based on interpretations of the motivational process and the variables that influence it. It divides the learning process into two dimensions: an actional sequence, composed of the preactional, actional and postactional phases, and the motivational influences that underlie and fuel the learner"s behavioral process. Objectives: This study aims to identify the motivational influences on the actional phase of the individuals investigated, based on Dörnyei"s Process Model of L2 Motivation; to examine the nature and the circumstances that determine the fluctuations observed in the subjects; and to point out the motivational strategies to maintain or regain enthusiasm to keep learning. Methodology: This research is longitudinal and predominantly qualitative. Eight undergraduate students from the English Bachelor"s Degree of the Universidade Federal do Pará were investigated and data were collected from a narrative, three questionnaires and an interview, from March 2010 to June 2011. Results: Motivating and demotivating factors that influence the behavior of students and different fluctuation patterns during the actional phase of their learning process were observed. They all vary according to their personal characteristics, knowledge and use of management strategies on motivation and self-motivation. Conclusion: Dörnyei's Process Model of L2 Motivation (2011) proved to be very useful to support the data analysis in this research. Motivation is seen as a dynamic phenomenon, which may vary positively or negatively, depending on the beliefs and perceptions of each student and their ability to manage it. This variable feature can lead teachers to consider the influences that vary according to the learner him/herself, but also to the moment of the learning process he/she is at, as well as help them select strategies that promote motivation and prevent its ebb tide during the learning process.

The aim of this study is to investigate the EFL teachers‟ expectations, voices and their ideas on their dynamic process of teaching. To this end, some discrepancies may have an influence on EFL teachers‟ beliefs and their practices in teaching which needed to be discovered. Using a semi-structured in-depth interview, the research explored tension faced by EFL teachers while exercising their autonomy. The participants of this study were EFL teachers from Mashhad, Iran. They were interviewed about their jobs, uncovering the job stressors that they faced, the job satisfaction that they found, and the reasons they continued in their jobs. This paper has significant contributions to stakeholders involved in the professional development and teacher education.

Motivation is a crucial part of language learning and many learners of English begin learning with a strong intrinsic/extrinsic motivation, but in most cases, it lessens in the process of time and these learners eventually lose their motivation. Especially in preparatory schools of universities in Turkey, this is a common problem. To address this problem, this paper focuses on the negative aspect of motivation, which is called demotivation, and tries to explore demotivational factors of preparatory school students in Turkey, and to investigate the reasons causing demotivation in students while learning English. Thus, it aims to help teachers analyse their students' motivational factors easily, and detect possible problems resulting from demotivation, and come up with solutions. These demotivational factors are investigated in terms of level of English, gender, and high school type. In order to explore factors causing preparatory school students to become demotivated, a questionnaire was conducted on a sample group of 67 students from three different private universities in İstanbul, Turkey. The obtained quantitative data were analysed through regression analysis, t-test and One-Way ANOVA test. The results demonstrated that gender of learners, the type of high school they graduated, and their level of English do not affect their demotivational levels.

En esta comunicación presentamos una aplicación de las Humanidades Digitales en la enseñanza del Inglés como Lengua Extranjera (ILE), relacionada con un Proyecto de innovación docente financiado por una Universidad española.

El objetivo del Proyecto es mejorar los resultados de aprendizaje de los estudiantes universitarios de Inglés como Lengua Extranjera (ILE) de un Grado en Educación Primaria. Los estudiantes empezaron a estudiar inglés cuando cursaban Primaria o incluso antes, sin embargo, a menudo muestran su insatisfacción con el nivel que tienen y suelen tener un bajo nivel en las destrezas de comprensión auditiva y expresión oral. Este proyecto basado en el uso de las Tecnologías de la Información y la Comunicación (TIC) va dirigido a promover la autoconfianza y la motivación para desarrollar un aprendizaje autónomo, de modo que los estudiantes desarrollen estrategias metacognitivas que les permitan mejorar tanto en la comprensión auditiva como en la pronunciación, lo que redundará en una mejora de su expresión oral.

Toda la recopilación de datos se apoya en los beneficios proporcionados por las humanidades digitales. En primer lugar, todo el material proporcionado por la profesora y el realizado por los estudiantes se entrega a través de la plataforma de formación del curso. Es decir, por una parte, la selección de los documentos que se utilizan ya están digitalizados, transcripción en pdf y audios descargables (pódcast); por otra, los alumnos entregan en la misma plataforma los registros cumplimentados en formato Word (proporcionado por la profesora) y donde también realizan las grabaciones de audio (digitalizadas en mp4). Además, también se insertan en plataforma los enlaces a páginas tanto para el test de nivel como los cuestionarios inicial, medio y final, para los que se utiliza la potente herramienta Limesurvey con la que se crean los cuestionarios y proporciona los datos para su análisis. El empleo de la plataforma de aula es fundamental para proporcionar los materiales y recoger las evidencias. Asimismo, el acceso a la plataforma puede realizarse desde distintos dispositivos como ordenadores, tabletas o móviles. Este proyecto comprende el trabajo de 5 audios breves en lengua inglesa (6 minutos cada uno) con distintos temas que pueden suscitar el interés de los estudiantes universitarios. Los temas incluyen los modismos en inglés, emojis, destrezas de conversación, el cerebro artístico y la música.
Los participantes son 75 estudiantes de entre 19 y 21 años matriculados en el Grado de Educación Primaria de una Universidad española. La propuesta parte de unos archivos digitalizados existentes, tanto en texto escrito como texto oral, y una nueva producción oral que realizarán los alumnos también en formato digital.  Los estudiantes se graban leyendo un extracto seleccionado de la transcripción del audio. Después deben escuchar cada uno de los 5 audios propuestos un mínimo de una vez durante 5 días, al final de los cuales vuelven a grabarse. Los resultados iniciales muestran una mayor confianza de los alumnos en sus capacidades y un cambio hacia las creencias positivas y mayor motivación respecto al aprendizaje de lengua inglesa en la asignatura de inglés.

This study attempted to investigate the Determination Theory in the Iranian EFL context by shedding light on the relationship between EFL learners' basic psychological needs of autonomy, competence, and relatedness, and (intrinsic) motivation. To conduct the study, 324 Iranian EFL university students participated in the study. The design of the present study was quantitative. A standard questionnaire (on the students' innate needs fulfilment and their second language motivation) developed by Agawa and Takeuchi (2016) was administered to the participants. Structural Equation Modeling (SEM) was employed to assess the proportion between hypothetical expectance and factual data. The model indicated that there was a substantial positive relationship between competence needs and Iranian EFL learners' motivation. On the other hand, relatedness needs indicated a weaker influence on students' motivation, and the autonomy needs fulfilment revealed to hold either negative or demotivating effects on Iranian L2 learners' motivation.

Knowing and analyzing the "culture of learning and teaching" in a coursebook or series of course books can contribute to teachers' and students' success in the educational and pedagogical goals and objectives. Cultures of learning and teaching refer to the perspectives of teachers and learners towards learning and teaching. Most of the research studies conducted in this field have referred to values and attitudes related to good learning and teaching as reflected through observations, interviews and questionnaires. However, just few studies have examined this term with regard to language teaching materials, and course books. Thus, the purpose of the present study was to introduce, investigate, and analyze the cultures of learning and teaching in Iranian secondary school course books entitled Prospect series. Based on the model used in this study, the cultures of learning and teaching in Prospect series were investigated as reflected in their external features including aims and objectives cited in the introduction, tables of content, and layout of the students' books, and internal features including task instructions and visual images in students' book plus the instructions in the teacher's book. Each of these features as well as the pedagogical issues of the Prospect series were provided and elaborated.