As evidenced by recent studies in the fields of positive psychology and psycholinguistics, learners’ emotions thoughts while learning a second language are believed to generate sophisticated dynamic linkages that contribute their motivational as well linguistic outcomes. This study aims evaluate foreign gaiety (FLG) apprehension (FLA) determinants ideal (L2) self for Saudi EFL learners. The bas...

Second language (L2) attitude and motivation-related studies focusing on differences caused by age have mostly highlighted the temporal dimension of L2 motivation. Age-related motivation also been gainfully employed at comparisons between learners different groups recruited from learning environments. Such not, however, attempted an analysis attitudinal motivational that may exist among within ...

Identity issues have been an area of focus in language learning motivation scholarship. However, the role national identity has not received sufficient attention. In response to timely call for reflections on nationalism and education, this study examines how political cultural shape Chinese learners’ learn Japanese. Our analysis suggests that considerably enhances whereas motivational impact i...

Title of Document: CONTRIBUTIONS OF PRIOR KNOWLEDGE, MOTIVATION, AND STRATEGIES TO KOREAN COLLEGE STUDENTS’ L2 WRITING DEVELOPMENT Soo Eun Chae Doctor of Philosophy, 2011 Directed By: Professor Patricia A. Alexander, Department of Human Development The current study examined Korean college students’ L2 writing development and performance, motivation, and strategies while taking ESL writing clas...

Willingness to communicate and motivation can be two important affective variables to cause success in language achievement. The current study aimed to investigate the role of willingness to communicate (WTC) and second language motivational self-system (L2MSS) in relation to learners’ language achieve- ment. To this end, 100 homogeneous learners both male and female aged from 16 to 20 were cho...

This mixed method study investigated the relationship between L2 motivational self-system, students' perceptions of English proficiency, and attitudes toward translanguaging among Japanese high school students. Participants completed a questionnaire comprising three parts: background information, motivation factors, language choice. Structural equation modeling (N = 213) trajectory equifinality...