Tipo: artículo

Metodología: estudio empírico

Temas: motivación

Resumen:

Motivation is essential for second-language (L2) learning, and teachers are primary influencers of learner motivation through their use of motivational strategies (MSs). Research indicates that learners’ perceptions of the effectiveness of MSs are linked to their motivation. However, significant misalignments may exist between learner and teacher beliefs about the importance of these strategies, often due to teachers’ insufficient understanding of learner expectations. Such misalignments can potentially undermine the effectiveness of motivational teaching. To better understand and address these issues, this survey-based study compared how Chinese junior secondary students (n = 1,489) and teachers (n = 210) perceived the importance of 10 traditional and seven vision-based macro-L2 MSs. Results revealed that both students and teachers...

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Tipo: artículo

Metodología: estudio empírico

Temas: motivación

Resumen:

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This study drew on bioecological systems theory to investigate factors influencing demotivation and remotivation among Chinese secondary school EFL learners. Adopting a sequential explanatory mixed-methods design, 129 Grade-12 students were asked to create motivational change graphs to depict their English learning trajectories during their 12-year pre-tertiary education. Analysis of the graphs revealed two distinct groups: those who remained demotivated and those who experienced remotivation. To explore underlying factors, narrative frames and follow-up interviews were conducted with selected participants. Quantitative results indicated two critical periods of motivational change: Grade 8, when...

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Tipo: artículo

Metodología: estudio empírico

Temas: motivación

Resumen:

Adopting a quasi-experimental design, this study investigated the effects of motivational interventions on second language (L2) willingness to communicate (WTC), self-confidence, and anxiety over a period of 27 weeks. A total of 391 Chinese junior secondary students were assigned to four instructional conditions: Instruction incorporating no motivational strategies (control condition), instruction supported by experience-related motivational strategies (Intervention 1), instruction utilizing vision-related motivational strategies (Intervention 2), and instruction drawing on experience-related and vision-related motivational strategies (Intervention 3). The effects of the interventions were assessed through measures administered at three timepoints to track changes in participants’ WTC, self-confidence, and anxiety. A combination of...

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