Language Motivation Research Articles

The Mediating Role of Leader-Member Exchange in the Relationship between Motivational Language and Loyalty to Supervisor in Schools

The present study aimed to examine the mediating role of leader-member exchange in the relationship between motivational language and loyalty to supervisor. The population of this correlational study consisted of primary, secondary, and high schools in Gaziantep, Turkey during the 2020-2021 academic year. The research sample included randomly determined 511 teachers through unequal cluster sampling technique. In data analysis, descriptive statistics and correlation coefficients were estimated. Then, the model, which was based on the theoretical framework, was tested through structural equation modelling. According to research results, teachers’ perceptions of motivational language, loyalty to supervisor, and leader-member exchange were found to be relatively high. There were positive and high-level relationships between motivational language, loyalty to supervisor, and leader-member exchange. The results of structural equation modelling analysis indicated that the leader-member exchange partially mediated the relationship between motivational language and loyalty to supervisor. The research results revealed that the motivational language of school administrators was a significant determinant of teachers’ perception of leader-member exchange and their loyalty to supervisor. Thus, it seemed necessary to establish high-quality communication, appreciate their efforts, and support teachers to increase their loyalty to the administrator. Moreover, school administrators’ guiding teachers for their work, encouraging them using motivational language, and making them feel a sense of belonging and commitment to the school will positively affect teachers’ loyalty to the administrator.

The impact of social inequality on schoolchildren's motivation for learning a foreign language

Introduction. The article is devoted to the problem of social inequality, which affects the quality of mastering foreign communication at school. Aim. To reveal the influence of social inequality on the motivation for learning foreign languages. Methods. Students' Motivation for Learning a Foreign Language questionnaire (O. Chikhantsova). The sample consisted of 300 students of 9th through 12th grades from urban and rural high schools in Ukraine. Results. The quality of learning a foreign language is affected by the social environment in which learning takes place. High-school students from regional centers had better knowledge of a foreign language compared to the students form small towns and villages. The motives for learning a foreign language at school included: cognitive, material, prestige of speaking foreign language, information exchange, personal development, and good employment prospects. Conclusions. The obtained rsults confirmed the assumptions about the existence of educational inequality among people from different social backgrounds.

University Students' Orientations of Motivation for Learning English Language: A Comparative Study

This study aims to identify and compare students orientations of motivation for learning English language at tertiary level. The quantitative techniques were used to collect and analyze data. The sample of the study was randomly selected from twelve undergraduate programs four universities. The sample was comprised of 500 students, twenty (20) students,from each program of the above three universities of the sample. The researcher developed a questionnaire comprised of 16 items having students integrative (4 items), instrumental (6 items), resultative (3 items),and intrinsic orientations of motivation (3 items). The collected data were tabulated and analyzed in terms of frequency of responses for each statement of the questionnaire. The mean scores, standard deviation,standard error of mean and ANOVA for comparison.The levels of students integrative, instrumental,resultative and intrinsic orientations of motivation are high for learning English language because of their more inclination to learn English at university level.

Stimulation of Language Skills for Early Childhood through the Picture Story Method

The article analyzed the implementation of learning using the storytelling method through image media and analyzed the obstacles faced in the use of storytelling methods with picture media in developing motivational language skills in early childhood. This research was conducted at the Kindergarten of Sultan Agung Nglanjaran Sardonoharjo Ngaglik Sleman Yogyakarta. The method used the case study method. The research data sources consisted of informants including school principals, class teachers, and students, supported by other sources in the form of documents. Collection data techniques used observation, interviews and documentation. The data analysis is focused during the field process along with data collection. The results found that the development of language skills of students in class B2 elementary school consists of 23 students. There were 40% or 10 students that develop in achieving the indicators, and 60% of children have developed very well in achieving the specified indicators, where as many as 20 students out of 23 students have achieved very good development indicators, and 3 students have started developing.

Motivational language awareness is an object of comparative motivology

Motivational language awareness is an object of comparative motivology

Instagram Translation Machine: Does It Help Arabic Students to Know Arabic-Indonesian Translation Well?

In recent decades, Instagram has launched a translation feature to help its user understand the caption in every Instagram posts. Its presence also has an impact on its users, including Arabic students. The purpose of this study is to identify the students’ perceptions about the use of these features and to know its impact on their understanding. The data collection technique was carried out in two different stages using a screening model. We distributed questionnaires to 24 Arabic students at Indonesia University of Education to find out the students' experiences while using this feature. The findings show that this feature is convenient, and the translations are quite understandable, but it is not uncommon for them to find translations that do not fit the context because this feature can produce good translations if the source language use the standard language. Most of the students also admitted that this feature affected their insight about translation. It can be used as an interesting learning media to be more creative and increase their motivation and interest in learning Arabic language in daily lives.

Fear of Negative Evaluation Factors from Ought-to L2 Self among Indonesian High School EFL Learners

The present study aims to investigate Indonesian high school English as Foreign Language (EFL) learners’ views on factors originating from Ought to L2 Self (OL2S), a second language (L2) motivation construct, affecting their Fear of Negative Evaluation (FNE), L2 anxiety construct. Six learner participants were involved in the study. It employed online semi-structured interviews to obtain the data. Through Thematic Analysis, the present study found three main findings. First, the desire to study abroad lessened the learners' FNE. Secondly, a realization of possible future negative impacts of not learning English and the obligation to avoid these impacts made the learners have less FNE. Third, their perceived obligation to have 'correct' English pronunciation instills higher FNE. Pedagogical implications include promoting study abroad aspiration among learners, introducing Global Englishes prioritizing intelligibility over attaining native speakers' ability and designing more activities mirroring future practical uses of English. Suggestive directions for future studies are also stated concerning the limitations and findings of the present study.

Investigating the Effect of Using Game-Based Learning on EFL Learners’ Motivation and Anxiety

This study intended to examine the effects of game-based learning on Iranian EFL learners’ language anxiety and motivation. In order to perform the study, the quantitative research method was applied. In this study, 58 Iranian intermediate EFL participants were selected and divided into two groups: control and experimental. Then, the questionnaires of the Foreign Language Classroom Anxiety Scale (FLCAS) and Motivation Test Battery (AMTB) were administered to the participants of both groups as the pretests of the study. After pretesting, 90 English vocabulary items were trained to the EG by using game-based learning, but the same vocabulary items were taught to the CG traditionally. After teaching the vocabularies, the mentioned questionnaires were administered again as the post-tests of the study. The results of independent samples t-tests revealed that implementing game-based learning had the potential of reducing EFL learners’ anxiety to improve their English learning. Also, the results indicated that applying game-based learning increased the language motivation of Iranian EFL learners.

Tawdzīf al-Nushush al-Adabiyyah fī Ta’allumi al-Lughah al-‘Arabiyyah Ladā al-Thullāb al-Nāthiqīn Bighairihā

Using literary texts is one of the creative approaches that we can use in learning Arabic language. This creative approach is in line with learning methods using diverse literary texts from poetry and prose texts such as novels and short stories to improve the competence of non-Arabic speaking students. This study aims to reveal literary texts for being the creative approach that raised motivation in learning Arabic language among non-Arabic speakers, and to show the use of literary texts in developing students' language skills. To achieve the objectives of the research, the researcher used the systematic review of the previous study (Systematic Literature Review), where she analyzes the data in an objective form. One of the most important findings of the research is that the use of literary texts in learning Arabic language helps non-native speakers improve their language skills, especially in Arabic grammar and morphological forms, and it also helps them acquire new vocabulary and good methods that students can benefit it. Based on this, teachers should focus on choosing appropriate literary texts, including using novels and short stories in learning Arabic language, to ensure that students understand the rules better and can practice them. In conclusion, the research recommended the necessity of cultivating interest in non-native speakers in the use of literary texts to increase the level of understanding and the ability to remember Arabic grammar, in addition to improving the skill of reading and writing in Arabic, which ensures a better lifelong learning.

Leader Motivating Language as predictor of Innovative Work Behavior in Higher Education sector of Pakistan

Innovative Behavior is considered vital for betterment of higher educational institutions because academics’ work nowadays is to go beyond teaching as the 21st century demands new and creative work practices by the teachers. They have to think ‘out-of-the-box’ by applying Innovating behavior at work. Head/ leader’s role in this process is critical, who can use motivating language to create affective commitment in them and providing them a suitable organizational climate in the form of work environment that fosters new and innovative practices by employees through enhancing their innovative abilities. Our study focuses on the role of leader motivating language and organizational climate for innovation to promote innovative work behavior among the university teachers. This study hypothesized: (a) positive relationship of leader motivating language with affective commitment and innovative work behavior, (b) mediation of affective commitment in relationship of motivating language and innovative work behavior and (c) moderation of organizational climate for innovation in relationship of affective commitment and innovative work behavior. To test these hypothesis, SPSS and AMOS was employed to analyze the survey data collected from 367 academics from Pakistani research-based universities and results showed that Motivating language significantly impacts the innovative work behavior directly and indirectly through mediation of Affective commitment of employees. Moreover, organizational climate for innovation significantly moderated this relationship. Theoretically, this study extends Motivating language theory by providing a mediator and moderator in the relationship between motivating language and innovative work behavior. The findings of this study can provide University Heads/ leaders with key implications for effective management of their communication and motivating language as catalysts to promote affective commitment and innovative work behavior among the university teachers and academics.

Okul müdürlerinin kullandıkları motivasyonel dil ile öğretmenlerin örgütsel dışlanma algıları arasındaki ilişki

Bu araştırmanın amacı okul müdürlerinin kullandıkları motivasyonel dil ile öğretmenlerin örgütsel dışlanma algıları arasındaki ilişkiyi incelenmektir. Araştırma İstanbul ilinde görev yapmakta olan 658 öğretmen ile yürütülmüştür. İlişkisel tarama modelinde tasarlanan araştırmada veri toplama aracı olarak Özen (2013) tarafından geliştirilen “Motivasyonel Dil Ölçeği” ile Abaslı ve Özdemir (2019) tarafından geliştirilen “Örgütsel Dışlanma Ölçeği” ölçeği kullanılmıştır. Araştırma sonucunda öğretmenlerin okul müdürlerinin kullandıkları motivasyonel dile ilişkin algılarının yüksek, örgütsel dışlanma algı düzeylerinin ise orta düzeyde olduğu ve öğretmenlerin okul müdürlerinin kullandıkları motivasyonel dile ve örgütsel dışlanmaya ilişkin algılarının öğretmenlerin cinsiyetlerine, mesleki kıdemlerine ve görev yaptıkları eğitim kademelerine göre anlamlı bir farklılık göstermediği bulunmuştur. Ayrıca okul müdürlerinin kullandıkları motivasyonel dil ile öğretmenlerin örgütsel dışlanma algıları arasında istatistiksel olarak negatif yönlü, orta düzeyde ve anlamlı bir ilişki olduğu tespit edilmiştir. Öğretmenlerin örgütsel dışlanma algılarını literatürdeki diğer araştırmalardan farklı olarak okul müdürlerinin kullandıkları motivasyonel dil bağlamında incelediği için özgün bir çalışma olduğu değerlendirilmektedir.

The Role of Teachers' Interpersonal Behaviors in Learners' Academic Achievements.

In the context of English as a foreign language classroom, affections that form between teacher and students may affect the teaching/learning process. This review aimed to investigate the related studies on the effect of teacher-learner interpersonal relationships on learners’ educational performance in English as a Foreign Language (EFL) educational contexts. This review concluded that there is a significant constructive correlation between teacher-learner interpersonal relationships and learners’ academic achievement. Learners are required to have some sense of belonging to improve their educational performance. Moreover, other positive emotional factors such as grit, wellbeing, self-efficacy, academic engagement, motivation, and foreign language enjoyment can mediate the association between teacher-learner interpersonal relationships and learners’ academic success. The study concludes with some implications for English learners, English language teachers, and English language teacher trainers. The ideas can improve their awareness of teacher-student interpersonal relationships, including teacher stroke, rapport, and teacher immediacy and their role in improving learners’ foreign language learning.

PECULIARITIES OF INFORMATION AND COMMUNICATION TECHNOLOGIES APPLICATION IN FOREIGN LANGUAGE STUDYING

The article is devoted to the topic of innovative information and communication technologies (ICTs) using at universities. The active applying of ICT is the important mean of communicative oriented method in the process of foreign language studying. The study is focused on understanding of the concepts, implementation, impacts, constraints and solutions in the process of ICT implementation in language teaching. Nowadays most philologists apply the information and communication technologies for improvement of educational process. ICTs diversify interactive teaching methods, means and approaches. The application of ІCТ allows to embrace time of training course rationally, to increase the level of students’ proficiency and class activity. Moreover, the modern information and communication technologies provide students with possibility to stay in the constant language environment, to use self-monitoring and testing tools, to apply innovative forms, to increase the communicative focus of teaching process and students’ motivation in foreign language studying. The experience of ICT implementation in teaching gives the opportunity for effective development of speaking, reading, listening, writing skills and realization of creative potential of both students and teachers. The application of ІCТ in class and extracurricular activities takes real importance and helps teachers a lot to immerse students into foreign language studying. The teachers of Modern Languages Department at the National University of Shipbuilding (NUOS) extend the educational process, involving students into different activities either organizing any kind of students’ performances, conferences, educational brain games, contests or making a great variety of clubs such as English Speaking Club, Movie Club, VIP Forum, etc. The article shows some examples of multimedia technologies using. The involving of multimedia means in class and extracurricular activities is defined. The further implementation and perspectives of ICT application in foreign language studying have been considered.

Measuring Motivation in English Schools: The Appeal of Self-Determination Theory

Much SDT research in the language learning domain focuses on the learning of English as a second or foreign language, in many cases by undergraduate students. By contrast, our work focuses on adolescent learners (aged between 11 and 16) of what are termed Modern Foreign Languages—languages other than English—in schools in England. In this context, school-level policy means that language learning is often optional for students beyond the age of 14, and this optionality makes motivation critical. In this article, we suggest that Self-Determination Theory provides a suitable framework for measuring the motivation of such students and compare it with the well-known Second Language Motivation Self-System (L2MSS) developed by Dörnyei. We draw on data from two large-scale studies of school students in England (N1 = 666; N2 = 1797), the first to use the Self-Regulation Questionnaire (Academic) in this context, and a smaller pilot study (N = 338), similarly the first to use the L2MSS in this context, and argue that SDT provides a more useful lens for studying motivation in English schools. As the L2MSS relies heavily on the learner’s Ideal Self, a version of themselves who can communicate competently in the target language, we argue that it is not suitable for use with learners in this context, although there is scope to incorporate some elements of it. SDT’s lack of focus on the target language community, which is not always within reach for students, allows it to better access students’ motivation for study. We consider the implications for future studies of student motivation in an English context, as well as other Anglophone settings.

The Dynamic Interaction of Second Language Motivation and Emotional Experience: The Case of Chinese Learners of English

This study investigated the dynamic interaction of second language motivation and emotional experience for Chinese learners of English in four different contexts: (1) those in China with little or no intention of learning the language for communicative purposes; (2) those in China intending to study abroad; (3) those studying abroad in North America; and (4) those who had returned to China after studying abroad. Data included interviews with representatives from the different contexts. Analysis focused on Vygotsky’s concept of perezhivanie, or how Chinese learners of English experienced their learning environments cognitively and affectively as leading to goals and goal-directed activity across their English learning experiences. Differences among learners both across groups and within the same group were found for how motivation shapes experience and how experience shapes motivation in the process of second and foreign language learning.

The role of mixed emotions in language learning and teaching: A positive psychology teacher intervention

This study adopted a quasi experimental design to examine the impact of a pedagogical positive psychology (PP) intervention on how the integration of positive and negative emotions in English as a foreign language (EFL) learning and teaching affects learner language motivation as a positive affective variable, anxiety as a negative emotion, and EFL achievement as a learning outcome. To address this question empirically, the study implemented three emotion-regulation quasi experiments employed by 6 EFL teachers with 209 EFL learners divided into three groups for 12 weeks: in group 1, learners were exposed extensively to anxiety-regulating strategies, those in group 2 were thoroughly exposed to motivation-promoting strategies, and those in group 3 were exposed to combined anxiety-regulating and motivational strategies together. The influence of the treatment was assessed using questionnaires, classroom observations, and achievement tests. ANOVAs and MANOVAs were employed to capture treatment effects. The findings show that integrating positive and negative emotions in language learning resulted in the largest positive change in learner's motivation, anxiety, and language achievement. These findings support the assumptions of the Broaden-Build Theory in that positive emotions not only broaden people's vision and build strengths but further help undo the lingering effects of negative emotions.

Is English the Culprit? Longitudinal Associations Between Students’ Value Beliefs in English, German, and French in Multilingual Switzerland

AbstractMotivational interactions during multiple language learning have been largely neglected in language motivation research. To fill this gap, we investigate longitudinal relations between Swiss German students’ value beliefs in English, French, and German in upper secondary schools and whether there are differences in motivational development between multilingual and monolingual students. Multivariate latent growth modeling was used to analyze data from 850 students (Mage = 15.61 years, SD = .62; 54% female) gathered yearly from Grades 9 to 11. Results suggest an interference between students’ value beliefs in English and the other 2 languages. Students who reported higher value beliefs in English in Grade 9 showed steeper decreases in their value beliefs for French and German from Grades 9 to 11. However, stronger increases in English value beliefs over time were associated with stronger increases in French and German value beliefs. Moreover, while multilingual students reported higher initial value beliefs in French and English, they also showed steeper decreases in French and English value beliefs over time compared to their monolingual peers. Findings are discussed in relation to their implications for teaching practice and future research directions.

A Comparison of Adaptive Functioning Between Children With Duplication 7 Syndrome and Williams-Beuren Syndrome: A Pilot Investigation.

Interstitial deletions of 7q11.23 cause the well-known Williams–Beuren Syndrome (WBS), while duplication of the same region leads to duplication 7 syndrome (Dup7). Children with WBS share a distinct neurobehavioral phenotype including mild to severe intellectual disability, severely impaired visual spatial abilities, relatively preserved verbal expressive skills, anxiety problems, enhanced social motivation (i.e., hypersociable behaviors) and socio-communicative problems. Children with Dup7 syndrome exhibit some “inverted” features when compared to those of individuals with WBS, such as reduced social motivation and impairment of expressive language. Direct comparison of WBS and Dup7 represents a unique opportunity for the neurobehavioral characterization of the 7q11.23 section. However, most of the available data come from qualitative analysis between different studies. To the best of our knowledge, there are no studies directly comparing features of two matched samples of individuals with WBS and Dup7 syndromes. In this pilot study, we compare the adaptive functioning – measured with the Vineland Adaptive Behavior Scales, Second Edition – of two relatively small samples of children with molecularly confirmed diagnosis of WBS and Dup7 matched for IQ and chronological age, with a particular attention to socialization domain and expressive subdomain. Contrary to our assumption, we have not found any significant difference on socialization domain and expressive subdomains. This pilot investigation suggests that, when matched for chronological age and cognitive level, children with WBS and Dup7 share more similarities than expected. The inverted features that emerge in clinical settings on expressive language and social motivation seem not to differently interfere with the daily abilities to communicate and socialize with meaningful others during daily lives. Differences highlighted by previous undirected comparisons could be due to general and non-specific factors such as cognitive level, which is more severely impaired in individuals with WBS than Dup7. Implications for assessment and treatment are discussed.

Developing Augmented Reality (AR) as Assisted Technology in Reading Based on Content-Language Integrated Learning

Assisted technology has become one of the primary needs for inclusive education, especially for language learning. Language learning mediated by technology can provide affordances to EFL learners with low English language skills. Therefore, an assisted technology with content-language integrated learning was developed with the ADDIE approach to producing meaningful and motivational language learning with a dual focus, namely content and language. The materials presented in the assisted technology were developed stick to the Line-of-Sight by the Branch model (2009), which covers needs, goals, strategies, and assessment. The technology and material development result were named assisted technology-enhanced language learning (ATELL) and created with a marker-based augmented reality application. The AR application is an assisted technology for reading comprehension skills that guide the students in critical thinking for critical reading activities. The findings of the study show that students who read with the AR application performed better than those who read with the traditional method. The students also reported that they have a positive perception of the integration of the AR application for language learning for several attributes such as technology interactivity, compatibility, learning ambience, and cognitive condition.

Toward Technology-Based Education and English as a Foreign Language Motivation: A Review of Literature.

This review examined the studies on the role of technology-based English as a foreign language (EFL) academic motivation. A significant positive correlation between academic motivation and educational technology use has been approved in related studies. However, there is a dire need for studying the effect of Mobile-Assisted Language Learning (MALL) and Computer-Assisted Language Learning (CALL) on learners’ motivation. The literature showed that purposeful attractiveness, effectiveness, and usefulness of digital instruments can positively affect learner motivation. There are also some reasons for increasing learner motivation in educational technology contexts, such as learners’ integration with the community, familiarising with different societies and cultures, input flooding opportunities, engagement in academic contexts, and interaction with native speakers. In the end, the paedagogical implications are expounded to promote the learners’ grit and diminish anxiety for better performance. This review also provides suggestions for further research to clarify our perspective on emotional variables like motivation.