Language Motivation Research Articles

Understanding Language Learning Motivation from a Dual Analytical Lens: Combining Activity Theory and Life Capital

AbstractSecond language (L2) motivation has long been regarded as one of the requisites for and predictors of success in L2 learning. The scholarship on L2 motivation has grown steadily over the past 60 years, yielding several theories through a range of methods. Building upon this tradition, this paper proposes a methodological contribution to the thriving L2 motivation research arena. Specifically, we suggest a new analytical approach which combines Activity Theory with the methodological lens of ‘life capital'. We illustrate this approach through an L2 learner's narrative, taken from a larger study, with a focus on their experience of learning English over thirteen years. We argue that adopting life capital as an additional analytical layer alongside Activity Theory not only allows us to tackle methodological challenges previously associated with Activity Theory, but also offers a more nuanced understanding of motivational trajectories in L2 learning.

Chinese heritage language motivation: a study of motivation development in a multicultural context.

This study investigated motivation of Chinese heritage language (CHL) learners with diverse Chinese language backgrounds at an American university. Using a mixed-methods design, it examined the factors that motivated CHL learners to enroll in Chinese courses and continue their studies. The Study explored interactions that enhanced the learning experience and self identity development. A survey was conducted, followed by individual interviews. The results identified five motivation factors significantly correlated to the ideal L2 self, which functions as an anchor. The ideal L2 self was the strongest predictor of intended effort via positive attitude. The classroom-related experience was another significant predictor of intended effort. Interview data highlighted the dynamic interplay between sociocultural contexts and learner-environment interactions which provokes motivation development and strengthens identity reconstruction and future self-guides. In the process, the learner continuously constructs and consolidates the identity as "Chinese" relating to family and culture. Lastly, the anti-ought-to L2 self, characterized by reactions to "others," emerged in dynamic interactions between learners and contexts. This motive inspired the learner to continuously develop the possible self and gain positive learning experiences.

Interactions between task complexity, task repetition, and task motivation in L2 writing

This study explores the interplay between task repetition and task motivation in second language (L2) writing, specifically focusing on syntactic complexity, accuracy, and lexical complexity (CAL). Aligning with Dörnyei’s call to balance cognitive and affective factors in task-based language teaching (TBLT), the research involved 100 advanced mid-level learners of English as a second language (ESL) aged between 18 and 20 years. Participants completed both simple and complex argumentative writing tasks in a counterbalanced order, with a one-week interval between tasks. A perception questionnaire was administered immediately after each task performance to validate cognitive task complexity manipulations. Subsequently, participants repeated the same tasks with the same time interval, complemented by the completion of a task motivation questionnaire after each task. Written essays were collected and analysed for CAL measures. Employing a multivariate multilevel approach, the results were triangulated with self-report data. Findings indicate that task repetition significantly impacted CAL in L2 writing, with a positive moderation effect by task complexity. Additionally, task motivation enhanced syntactic complexity in both simple and complex tasks, with negligible effects on accuracy. Notably, task motivation exerted a more substantial influence on students’ repeated task performance concerning lexical complexity. The study’s results offer theoretical and pedagogical insights for TBLT researchers and L2 writing practitioners.

Empowering commitment: unraveling the impact of motivating language and the mediating role of trust

PurposeThe purpose of this study is to examine the direct and indirect effects of motivating language on organizational commitment, as this phenomenon has drawn the attention of researchers.Design/methodology/approachThis study employs social exchange theory and motivating language theory to examine data collected from 217 full-time employees across various US-based companies. The proposed hypotheses were analyzed using the PLS-SEM method.FindingsThis study’s findings demonstrate that motivating language positively affects employees’ organizational commitment and affective trust but not cognitive trust, which mediates the relationship between motivating language and organizational commitment.Research limitations/implicationsThere are some limitations of our study that need to be mentioned. First, there are concerns about survey data collection via M-Turk (Shapiro et al., 2013). We attempted to overcome some of these problems by including questions to identify careless respondents. Also, we eliminated many respondents who completed the surveys in unreasonably short periods of time. Hence, we believe we accounted for response bias with these check points. Also, while we believe our final sample is a representative sample due to the significant amount of data elimination during the data collection, we believe that checking for non-response bias, as Armstrong and Overton (1977) suggest, is imperative. Unfortunately, due to the nature of M-Turk, that is impossible. However, M-Turk recruits respondents based on the parameters provided by the researchers, so we expect the non-respondents to be not significantly different from the respondents. In parallel to that, we acknowledge the limitations of our study sample. Due to that reason, our findings must be considered within the context of our sample parameters. We urge future researchers of this area to further validate our findings in different types of samples.Originality/valueTo the best of the authors’ knowledge, they are the first to analyze the impact of motivating language on organizational commitment and the mediating role of trust (cognitive and affective) in this relationship.

THE RELATIONSHIP BETWEEN READING MOTIVATION AND READING COMPREHENSION AT VOCATIONAL HIGH SCHOOL

This study aimed to find out the relationship between reading motivation and reading comprehension in a foreign language. This research was carried out at vocational high school, with are 99 students of the tenth grade in vocational high school that were randomly selected from five majors: automation and officer governance (OTKP), accounting a nd financial institutions, online business and marketing, culinary, and computer and network engineering. Data were collected through distributing questionnaire and reading comprehension test. Foreign Language Motivation Reading Questionnaire (FLMRQ) was employed to find out students‟ reading motivation in English and reading comprehension test to find out scores‟ students. The findings, there is no correlation because they have motivation to read in English but their motivation does not run well. Their motivation is not implemented because students‟ ability to read in English is lack or in other words they do not master many English vocabularies. It is seen from the average value of their reading comprehension test is low (56.00) but result of reading motivation is high (72.45).

Effects of Student Choice on Intrinsic Motivation and Language Proficiency in High School L2 Education

This literature review investigates the impact of student choice on intrinsic motivation and language proficiency in high school second language (L2) classrooms. The study addresses the existing gap in comprehensive research regarding how the implementation of student autonomy influences these educational outcomes. A systematic review of empirical studies, teaching practices, and peer-reviewed articles was conducted. Relevant keywords were used to search journals from different academic databases. The identified studies were evaluated based on their methodology, relevance, and quality. This review finds that providing students with autonomy in selecting learning materials and activities could enhance their intrinsic motivation. Increased autonomy fosters greater interest, engagement, and enjoyment in learning. However, the impact of autonomy on language proficiency is mixed. Some studies demonstrate improved proficiency due to personalised learning experiences, while others indicate that excessive autonomy without adequate instructional support can hinder language development. The review highlights the necessity of balancing autonomy with teacher guidance and considers the developmental stage of high school students. While student autonomy in high school L2 classrooms generally increases intrinsic motivation, its impact on language proficiency necessitates carefully combining autonomy with appropriate instructional support. This review underscores the need for longitudinal research to better understand the long-term effects of autonomy on motivation and proficiency, the development of sophisticated tools for measuring intrinsic motivation, and the implementation of practical strategies for integrating student choice in educational practices.

Motivation and English Language Learning: Students’ Perspectives

This study investigates university students’ motivation for learning English language in the Kurdistan region of Iraq. The region is a foreign language learning context because English language learners almost entirely learn the language inside the classroom and without regular exposure to the English language outside. Besides English language centers, English Department in private universities is one of the most wanted departments in the region. However, we do not know students’ motivation for their choice. Therefore, a questionnaire was administered to 106 students from English department in a private university with the intention to obtain knowledge about their motivation for learning the English language and more specifically whether it is integrative and/or instrumental motivation. The study found that the level of students’ integrative motivation was different from instrumental motivation. This finding can be used by educators and university lecturers to embed motivation constructs in their teaching practices to keep the students motivated throughout their college years and have the desired outcome in the end.

Impact of Digital Storytelling on Motivation in Middle School English Classrooms

Motivation is a key factor in the learning process, especially in language acquisition. This research examines the effects of using digital storytelling (DST) on motivation in English classrooms. The study, which used a mixed methods approach, involved 100 middle school students in Bengaluru selected through convenience sampling. Data collection methods included questionnaires and semi-structured interviews. Students were divided into experimental and control groups, with the former receiving DST-integrated instruction and the latter being taught using traditional methods. The results of the quantitative analysis showed a positive influence on motivation in the experimental group compared to the control group. Qualitative results showed that implementing DST increased students' motivation, engagement, and understanding of the English language more effectively than traditional teaching methods. Further research is encouraged to explore the full potential of DST to improve student language skills and motivation.

Investigating the relationships between language mindsets, attributions, and learning engagement of L2 writers

Despite the growing interest in unveiling the effect of attributions on L2 learning, there is a dearth of literature on the relationships between attributions and other motivational factors to better explain the motivation of second language (L2) learners. To fill this gap, this study examined the antecedents (language mindsets) and consequences (learning engagement) of students’ attributions to their writing achievement with a sample of 242 second-year students from a Chinese high school. Structural equation modeling results demonstrated the positive associations between growth mindset and internal attributions (i.e., ability and effort) and between fixed mindset and external attributions (i.e., context and luck) to their writing achievement. Further, internal attributions were positively associated with behavioral, emotional, and cognitive engagement, whereas external attributions were negatively related to these three types of learning engagement, with context attribution showing no relationship with behavioral engagement. In terms of the indirect effect, only one path from fixed mindset to emotional engagement via luck attribution was evident. The study contributes to the literature by exploring the nuanced relationships between language mindsets, attributions, and learning engagement in L2 writing learning, based on which pedagogical implications and suggestions for future research are proposed.

The Dynamic Interplay Between Language Motivation and English Speaking Fluency: Implications for Effective Teaching Strategies

In this study, we aim to investigate the reciprocal influence between language motivation and English speaking fluency among language learners, and to draw implications for effective teaching methodologies. By analyzing multiple cases of language learners in conjunction with relevant theories and practical insights, the study uncovers a dynamic correlation between language motivation and speaking fluency. The research findings indicate that heightened language motivation can positively impact learners’ speaking fluency, while improved oral skills, in turn, bolster learners’ language confidence and motivation. Building on these insights, the study proposes impactful teaching approaches, such as cultivating learners’ enthusiasm for language acquisition, providing diverse opportunities for oral practice, and fostering active engagement in language communication. These strategies are designed to enhance language motivation and speaking fluency among learners, offering valuable guidance and reference for educators.

Towards a motivating language acquisition curriculum

AbstractMotivation is repeatedly found to be a determining factor for achievement in language acquisition at school. Decades of Self‐determination theory (SDT) research has shown that students exhibit higher levels of engagement and positive learning behaviours when their basic psychological needs of competence, autonomy and relatedness are satisfied, resulting in intrinsic motivation. This paper explores and juxtaposes the motivational potential of the International Baccalaureate curriculum against the revised GCSE modern foreign language (MFL) curriculum through an SDT lens. A curriculum that is autonomy‐supportive rather than autonomy‐suppressive allows more opportunities for both students and teachers psychological needs for motivation to be met.

Do improvements in motivational language predict alcohol use in motivational interviewing? Ambivalence matters.

Motivational Interviewing (MI) is described as a method for improving clinical outcomes by reducing client ambivalence. If this is true, MI's focus on improving clients' motivational language should be most useful for clients with ambivalence about change and less valuable for those who are ready to implement new behaviors or are opposed to change. To address this hypothesis and potentially add precision to MI delivery in clinical settings, we tested whether the relationship between clients' in-session motivational language and posttreatment alcohol use depended on their baseline motivation to change. Client speech from 149 sessions from Project MATCH were analyzed. A cluster analysis of the percent change talk during the first decile of the session identified three motivational groups: opposed, ambivalent, and ready. The change in percent change talk (C-PCT) across the session was calculated for each group. Zero-inflated negative binomial analysis was used to test whether the effect of C-PCT on end-of-treatment drinking varied between motivational groups. The count part of the model revealed a significant interaction between C-PCT and membership in the ambivalent group (b = -17.710, 95% CI [-25.775, -9.645], p < .001), only for those who received MI. Favorable C-PCT was associated with less drinking (b = -15.735, p = .004). Only baseline drinking was a significant predictor of abstinence at follow-up (b = .032, 95% CI [0.012, 0.051], p = .001). A putative MI mechanism-improved client motivational language-appears most important for clients who express ambivalence in the opening minutes of the session, with minimal value for those who do not. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Extramural German Activities and Motivation to Learn German as a Foreign Language in the Secondary Education Context

This study investigates the motivation for learning German as a Foreign Language (GFL) of Hungarian secondary school students, in particular, their extramural activities and the impact of these activities on their learning motivation in second language (L2) acquisition. While much existing research on L2 learning motivation focuses on English, less attention is paid to other languages such as German, despite its economic and cultural importance in Hungary. Utilising Dörnyei’s (2005) L2 Motivational Self System framework, this paper explores how extramural German activities, such as interaction on social media, and consumption of German media, contribute to GFL learning motivation and GFL proficiency. Using the quantitative research paradigm, this paper analyses data collected from 546 Hungarian secondary school students assessing their motivation and the frequency of their engagement in different extramural German activities. The results indicate that these activities are generally pursued infrequently, however, certain types, particularly digital and interactive ones, have a positive effect on GFL learning motivation. Gender differences in frequency of engagement in extramural German activities were also found. The pedagogical implications of this paper suggest that the integration of certain extramural German activities into GFL learning may enhance learners’ motivation. The article also offers directions for future research to further explore the intricate dynamics of extramural activities and L2 learning motivation.

Understanding the efficacy of leadership communication styles in flex work contexts

PurposeBecause a large number of employees now work remotely, either completely or partially (e.g. flexible), it is imperative that scholars and practitioners understand the implications of remote work, such as how employee satisfaction is impacted.Design/methodology/approachThis study examined leadership communication styles to understand how they may be perceived differently for remote workers. Results from an online survey (N = 403) revealed that while higher perceptions of leadership communication styles (responsive, vigilant and motivating language) were related to increased employee satisfaction, the amount of time spent working remotely did not moderate these relationships.FindingsThe findings suggest that the benefits of demonstrating leadership communication strategies can be extended from physical environments into online spaces.Originality/valueThis study is unique in that it centers on communication-forward leadership styles and applies them to remote contexts. Furthermore, remote work is conceptualized as a continuous variable as opposed to a binary, allowing for increased nuance.

THE ROLE OF MOTIVATIONAL LANGUAGE AS A MODERATION BETWEEN VARIOUS BEHAVIOR KNOWLEDGE OF WORK BEHAVIOR INNOVATIVE AND JOB SATISFACTION

The purpose of this study was to explore the extent to which the influence of knowledge sharing behavior on innovative work behavior and employee job satisfaction with motivational language as a moderating variable. Hypothesis testing was tested using STATA analysis. The tests used include validity analysis, reliability analysis and regression hypothesis testing. Data collection was carried out by distributing questionnaires to 45 employees at PT Serumpun Indah Perkasa. The results of the study found that knowledge-sharing behavior has a positive effect on innovative work behavior, while knowledge-sharing behavior has a negative effect on employee job satisfaction. Furthermore, motivational language is a moderating variable of the relationship between knowledge sharing behavior and innovative work behavior.

Exploring the direct and indirect effects of EFL learners’ online motivational self-system on their online language learning acceptance: the new roles of current L2 self and digital self-authenticity

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.

Language and Mental Health: Investigating the Relationship between Linguistic Expression and Psychological Well-being

Purpose: This study delves into the intricate relationship between language and mental health, exploring how linguistic expression influences psychological well-being. Employing a comprehensive approach, we conducted interviews with 100 individuals spanning diverse backgrounds and mentalities, observing them over a six-month period. Our research utilized both quantitative and qualitative methodologies to provide a nuanced understanding of the subject matter. Methodology: Through our investigation, we uncovered compelling evidence suggesting a significant correlation between language use and psychological well-being. Quantitative analysis revealed consistent patterns indicating that individuals who employed more positive, motivational language exhibited higher levels of psychological well-being compared to those who frequently used abusive or negative words. Furthermore, qualitative data shed light on the intricacies of linguistic expression, highlighting the impact of specific words and phrases on individuals' mental states. Participants reported feeling uplifted and empowered when exposed to motivational language, whereas abusive language often triggered feelings of distress and negativity. Findings: These findings underscore the profound influence of language on mental health, emphasizing the importance of fostering positive communication patterns for overall well-being. By promoting awareness of the power of language and encouraging the use of supportive, uplifting words, interventions aimed at improving mental health outcomes can be developed. Unique contribution to theory, policy and practice: This study contributes valuable insights into the relationship between language and psychological well-being, demonstrating the transformative potential of linguistic expression in shaping mental health outcomes. It underscores the need for further research and the development of targeted interventions to harness the positive impact of language on mental well-being.

Pattern Recognition of EFL University Students’ Online Behaviors through Data Science: Any Investment on English Language Components or Skills?

Artificial intelligence (AI) has played a crucial role in many fields of study, and its merits and demerits have been investigated by related scholars. However, it seems a somewhat gray area when implementing AI in teaching and learning. This could be mainly because AI developers know little about learning varied sciences and they also lack pedagogical knowledge for implementing AI in teaching (Luckin &amp; Cukurova, 2019). Therefore, the current research aimed at gathering data regarding the online behaviors of 21 Iranian EFL university students through installing an application on their mobile phones for a period of eight days. Afterwards, the collected data were analyzed through Data Science methods and varied patterns of behavior were recognized. The results exhibited that messaging and social media applications are two great parts of the students’ life. Also, there existed some common patterns regarding the applications students owned and the amount of time they spent on them. As a small case in point, the results of the study cannot be generalized; however, the outcomes highlight the proof that in an EFL context, serious steps need to be adopted by course designers and stakeholders in order to cultivate a greater and purposeful use of online learning applications, websites etc. among EFL university students so as to enhance the teaching-learning process. This gains prominence because any AI-mediated learning approach is believed to enhance students’ second/foreign language motivation as well as self-regulation in learning. AI is actually promising a revolution in the realm of language education.

The Effect of School Administrators’ Use of Motivational Language on Teachers’ Organizational Support Perceptions and Work Engagement

This study examines the effect of school administrators’ motivational language use on teachers’ perceptions of organizational support and work engagement. The study sample included 394 teachers who were selected using a disproportionate cluster sampling method from primary schools in Gaziantep. The relationships between the variables were analyzed using structural equation modeling. The results indicated direct positive relations among the study variables and a partial mediating role of perceived organizational support between motivational language and work engagement. Motivational language used by school administrators significantly predicts teachers’ work engagement directly and through perceived organizational support. While the use of motivational language enables teachers to engage more with their work; at the same time, they display more work engagement behaviors with increased perceptions of organizational support. Therefore, school administrators should be encouraged to use motivational language to provide support and improve teacher engagement. Further research could focus on identifying schools where motivational language use and organizational support are not occurring at the desired levels. In this way, with the measures and activities to be taken, teachers’ engagement with their work can be increased, and their active participation in school development can be ensured.

국제 바칼로레아 초등 프로그램(IB PYP)의 종단적 효과: 초등학생의 학업성취도와 학습동기에 미치는 영향

Despite the burgeoning enthusiasm for the implementation of International Baccalaureate (IB) education within the Korean public education system, there is a paucity of research investigating the effects of IB PYP on student learning outcomes. In order to reduce the research gap, we conducted a longitudinal study to track the progress of 212 third-grade students at IB PYP World Schools over a period of three years. Using a propensity score matching method with socioeconomic status and private tutoring experiences as covariates, we statistically sampled 212 third graders attending to non-IB PYP schools as a control group. The results from repeated-measure analyses of variance revealed that students attending IB PYP schools exhibited superior academic achievement and motivation in Korean language and mathematics, compared to students in non-IB PYP schools. The impact of the implementation of the IB PYP was more pronounced when students were third graders than when they were fifth graders.