Second Language Acquisition (SLA)
Saeed Safdari
Abstract
Task motivation has recently gained prominence in second language (L2) research. However, its potential effects on the transfer of learning across tasks have not been investigated. The present study sought to deal with this issue through a mixed-methods approach. A total of 82 intermediate English learners ...
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Task motivation has recently gained prominence in second language (L2) research. However, its potential effects on the transfer of learning across tasks have not been investigated. The present study sought to deal with this issue through a mixed-methods approach. A total of 82 intermediate English learners took part in the study. Initially, they were tested regarding their knowledge of the English definite article. Then, they performed a consciousness-raising task that accentuated the article. Following the task, their task motivation was measured using a self-report questionnaire. After a few days, they completed another task requiring the knowledge of the article to see whether those who experienced higher task motivation on Task 1 were able to transfer the newly gained knowledge more efficiently to Task 2 compared to learners with low task motivation. Then, focus group interviews were conducted with learners representing both groups. Analysis of variance revealed that task motivation significantly affects transfer of learning. Moreover, thematic coding analysis of the qualitative data indicated that positive task appraisal, peer effect, increased effort, and activating self-regulation strategies were the major factors associated with high task motivation leading to efficient transfer of learning. The findings suggest some implications for pedagogy and research.
Saeed Safdari
Abstract
Recent research on second language (L2) motivation emphasizes the significant role of personal vision and future-oriented self images on L2 learners’ motivation. This role is even more important in EFL contexts where learners have scarce access to authentic communicative situations. Therefore, ...
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Recent research on second language (L2) motivation emphasizes the significant role of personal vision and future-oriented self images on L2 learners’ motivation. This role is even more important in EFL contexts where learners have scarce access to authentic communicative situations. Therefore, EFL learners’ capacity to form vivid images can have an essential role in enhancing their motivation to learn. This article reports on a research study that investigated the potential links among Iranian EFL learners’ imagery capacity, sensory styles, gender and future L2 self-guides (ideal L2 self and ought-to L2 self). A total of 311 adult Iranian EFL learners responded to a self-report questionnaire. Several correlation, multiple regression and t-tests were performed to analyze the data. The results revealed a significant association between EFL learners’ imagery capacity and their future L2 self-guides. The findings show that higher ability at generating mental images is strongly related to improved future L2 self-guides and increased motivation. Also, the results demonstrate that both visual and auditory sensory styles are involved in forming imagery and vision, and are both positively associated with EFL learners’ capability for imagining their future L2 self-guides. However, the analyses failed to find any significant connection between kinesthetic style and imagery capacity or L2 self-guides. Additionally, it was shown that self-guides, sensory styles and imagery capacity are not affected by gender. The results indicate the multisensory nature of vision and imply the potential benefits of visualization and imagery training in the language classroom.
Saeed Safdari; Parviz Maftoon
Abstract
Self-regulation of learning has been extensively investigated in second language (L2) learning. Many studies have focused on the strategies that language learners employ to regulate their own learning processes. However, motivational self-regulation is considerably less explored. The aim of this study ...
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Self-regulation of learning has been extensively investigated in second language (L2) learning. Many studies have focused on the strategies that language learners employ to regulate their own learning processes. However, motivational self-regulation is considerably less explored. The aim of this study was to investigate the relationship between motivational self-regulatory strategies (MSRSs) and academic achievement. A motivational self-regulation questionnaire was administered to 64 male and female adult Iranian EFL learners to measure their choice of various strategies. The quantitative data was analyzed by applying correlational and multivariate analyses. The results demonstrated that there was a strong relationship between motivational self-regulatory strategy use and academic achievement. However, no difference was found between male and female learners in their use of the strategies. Further examination revealed that higher-achieving students differed from lower-achieving participants in their preference for strategies. The article concludes that while all learners use extrinsic rewards to self-regulate their motivation, more successful learners tend to manipulate learning tasks to make the tasks intrinsically interesting and pleasant. Also, more successful learners set both long-term and short-term goals to motivate themselves. The results underscore the importance of students’ personal interests, needs and goals, and suggest that teachers foster learners’ command of the strategies through instruction and cooperative activities.