Kata Csizér
Biographic Data
| ID | 213204 |
|---|---|
| NAME | Kata Csizér |
| GIVEN NAMES | Kata |
| FAMILY NAME | Csizér |
| SIGNATURE | CSIZÉR K |
| AFFILIATIONS | Eötvös Loránd University |
| ORCID | 0000-0003-1755-8142 |
| VERIFIED | Yes |
| TOTAL WORKS | 28 |
| TOTAL CITATIONS | 180 |
| AUTHOR COUNT | 27 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 1998 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 7 |
Intended effort and self-related and social experiences during study abroad at a European university
L2 Motivation and Language Learning
This entry focuses on second language (L2) language learning motivation, that is, how applied linguists have theorized about and empirically studied the amount of effort and persistence students invest in L2 learning and its impact on L2 learning. First, I provide a generally accepted definition of the core concept of L2 learning motivation. Then, I briefly overview the history of L2 motivation research and its major trends: socio‐psychological, …
Investigating in-class and after-class boredom among advanced learners of English: Intensity, interrelationships and learner profiles
Although the number of studies into boredom in second and/or foreign language (L2) learning is evidently on the rise and our understanding of this negative emotion has been considerably extended, surprisingly, empirical evidence is still scant with respect to boredom experienced in out-of-school situations. This study addresses this gap by: (1) examining the relative contribution of factors underlying in-class and after-class boredom, (2) investi…
Investigating the Use of Grammar Learning Strategies in Hungary and Poland: A Comparative Study
Although there is consensus that second language grammar instruction is needed, some controversial issues remain. Whatever instructional options are selected, it is vital that they allow the development of not only explicit knowledge but also implicit or at least automatized knowledge that can be used in real-time interaction. Since this aim is difficult to achieve, students need to learn this subsystem on their own and this process can be aided …
The impact of self-regulatory strategy use on self-efficacy beliefs and motivated learning behavior in study abroad contexts: The case of university students in Italy, Poland and Turkey
Foreign Language Learning Characteristics of Deaf and Severely Hard‐of‐Hearing Students
The aim of this study was to investigate deaf and severely hard‐of‐hearing students’ foreign language learning characteristics. In order to provide a better understanding of the challenges this group of learners face, a mixed methods study was designed including a questionnaire survey to provide generalizable results for our context and an interview study to get a deeper understanding of the issue from the insiders’ perspective as well. Data was …
Interrelationships of motivation, self-efficacy and self-regulatory strategy use: An investigation into study abroad experiences
The paper explores study abroad (SA) experiences concerning interrelationships of three individual difference (ID) variables: motivated learning behavior, self-efficacy beliefs and self-regulatory strategy use (SRSU). This study was motivated by the increasing availability of SA programs in Europe (European Commission, 2018) and the accompanying need for students and teachers to understand how best to benefit from these programs. Data were collec…
Motivation, Vision, and Gender: A Survey of Learners of English in China
This study reports on the second phase of a large-scale stratified survey in China, examining the role of vision and imagery in the learners' motivation to learn English as a foreign language. Understanding visualization has been a featured area of recent developments in second language (L2) motivation theory, and this study is the first to offer a broad overview of the extent to which the capacity of vision contributes to the overall motivationa…
English Majors’ Self-Regulatory Control Strategy Use in Academic Writing and its Relation to L2 Motivation
Apart from L2 motivation, self-regulation is also increasingly seen as a key variable in L2 learning in many foreign language learning contexts because classroom-centered instructive language teaching might not be able to provide sufficient input for students. Therefore, taking responsibility and regulating the learning processes and positive motivational dispositions are needed for successful achievement. The aim of this article is first to desc…
TheImpact of Self-Concept on Language Learning
The impact of self-concept on language learning
A mixed-method study of language-learning motivation and intercultural contact of international students
The mixed-method study presented in this paper investigates the changes in direct and indirect intercultural contact and language-learning attitudes and effort of international students in the United Kingdom. Seventy international learners of English were asked to fill in a questionnaire three times during one academic year in an international foundation program. An additional 10 students and two of their English language tutors were interviewed …
The Interaction of Motivation, Self‐Regulatory Strategies, and Autonomous Learning Behavior in Different Learner Groups
Autonomous learning and effective self‐regulatory strategies are increasingly important in foreign language learning; without these, students might not be able to exploit learning opportunities outside language classrooms. This study investigated the influence of motivational factors and self‐regulatory strategies on autonomous learning behavior. The researchers developed a new questionnaire for Hungarian learners and administered it to secondary…
ELF, ESP, ENL and their effect on students’ aims and beliefs: A structural equation model
Systems of Goals, Attitudes, and Self-related Beliefs in Second-Language-Learning Motivation
In the present study, we surveyed the English language-learning motivations of 518 secondary school students, university students, and young adult learners in the capital of Chile, Santiago. We applied multi-group structural-equation modeling to analyze how language-learning goals, attitudes, self-related beliefs, and parental encouragement interact in shaping motivated behavior and to investigate age- and group-related differences in the interna…
A comparison of the foreign language learning motivation of Hungarian dyslexic and non‐dyslexic students
In this research we surveyed the language learning motivation of Hungarian learners of English and German with and without dyslexia. The results of the questionnaire study that altogether involved 1,182 participants indicate that for most learner groups the best direct predictor of how much effort they were willing to invest in language learning was their image of themselves as language learners. Dyslexic language learners were found to have sign…
The comparative analysis of motivation, attitudes and selves: The case of English and German in Hungary
Learning Experiences, Selves and Motivated Learning Behaviour: A Comparative Analysis of Structural Models for Hungarian Secondary and University Learners of English
5. Learning Experiences, Selves and Motivated Learning Behaviour: A Comparative Analysis of Structural Models for Hungarian Secondary and University Learners of English was published in Motivation, Language Identity and the L2 Self on page 98.
Modelling the Role of Inter-Cultural Contact in the Motivation of Learning English as a Foreign Language
The research reported in this paper explores the effect of direct and indirect cross-cultural contact on Hungarian school children's attitudes and motivated behaviour by means of structural equation modelling. Our data are based on a national representative survey of 1,777 13/14-year-old learners of English and German in Hungary; 237 of the students learning English with the highest level of inter-cultural contact were selected for analysis. Our …
Great Expectations: The motivational profile of Hungarian English language students
In this article we investigate what characterizes the language learning motivation of Hungarian English language students in terms of Dörnyei and Ottó's process model of motivation ( Motivation in Action, 1998). We used a mixed-method research design, in which qualitative interviews conducted with 20 students were supplemented with questionnaire data gained from 100 participants in order to have a better understanding of the apparent discrepancy …
The Relationship of Intercultural Contact and Language Learning Motivation among Hungarian Students of English and German
In this paper we report the results of a questionnaire survey conducted with 1777 Hungarian primary school children aged between 13 and 14 studying English and German. In our research we investigated the differences in the motivational and intercultural contact measures as well as determinants of motivated behaviour between learners of English and German. Our results indicate that students of English have a more positive attitude towards the nati…
Age-Related Differences in the Motivation of Learning English as a Foreign Language: Attitudes, Selves, and Motivated Learning Behavior
Our study describes the motivation for learning English as a foreign language in three distinct learner populations: secondary school pupils, university students, and adult language learners. Questionnaire data were collected from 623 Hungarian students. The main factors affecting students' second language (L2) motivation were language learning attitudes and the Ideal L2 self, which provides empirical support for the main construct of the theory …
An interview study of inter-cultural contact and its role in language learning in a foreign language environment
Motivation, Language Attitudes and Globalisation: A Hungarian Perspective
This volume presents the results of the largest ever language attitude/motivation survey in second language studies. The research team gathered data from over 13,000 Hungarian language learners on three successive occasions: in 1993, 1999 and 2004. The examined period covers a particularly prominent time in Hungary’s history, the transition from a closed, Communist society to a western-style democracy that became a member of the European Union in…
The Internal Structure of Language Learning Motivation and Its Relationship with Language Choice and Learning Effort
Language learning motivation is a complex, composite construct, and although past research has identified a number of its key components, the interrelationship of these components has often been subject to debate. Similarly, the exact contribution of the various motivational components to learning behaviors and learning achievement has also been interpreted in different ways. The purpose of this study is to use structural equation modeling to eva…
The comparative analysis of motivation, attitudes and selves: The case of English and German in Hungary
Age-Related Differences in the Motivation of Learning English as a Foreign Language: Attitudes, Selves, and Motivated Learning Behavior
Our study describes the motivation for learning English as a foreign language in three distinct learner populations: secondary school pupils, university students, and adult language learners. Questionnaire data were collected from 623 Hungarian students. The main factors affecting students' second language (L2) motivation were language learning attitudes and the Ideal L2 self, which provides empirical support for the main construct of the theory …
Language Learners' Motivational Profiles and Their Motivated Learning Behavior: Language Learning Vol. 55, No. 4
The aim of the present study is to define and describe second language (L2) learners’ motivational profiles by means of a statistical procedure that is relatively rarely used in L2 studies: cluster analysis. To achieve this aim, 5 broad dimensions of students’ motivational and attitudinal dispositions toward 5 different L2s were measured and analyzed, using survey data collected from 8,593 13- and 14-year-old Hungarian pupils on 2 occasions. Stat…
The Effects of Intercultural Contact and Tourism on Language Attitudes and Language Learning Motivation
This article investigates attitude-mediated contact effects on language learners' motivational disposition by addressing the question as to whether increased intercultural contact through tourism will lead to enhanced language attitudes and language learning motivation. The analysis is based on empirical data gathered in a repeated cross-sectional survey of 8,593 13- and 14-year-old Hungarian pupils in a national sample, stratified according to r…
Motivation, Vision, and Gender: A Survey of Learners of English in China
This study reports on the second phase of a large-scale stratified survey in China, examining the role of vision and imagery in the learners' motivation to learn English as a foreign language. Understanding visualization has been a featured area of recent developments in second language (L2) motivation theory, and this study is the first to offer a broad overview of the extent to which the capacity of vision contributes to the overall motivationa…
The Interaction of Motivation, Self‐Regulatory Strategies, and Autonomous Learning Behavior in Different Learner Groups
Autonomous learning and effective self‐regulatory strategies are increasingly important in foreign language learning; without these, students might not be able to exploit learning opportunities outside language classrooms. This study investigated the influence of motivational factors and self‐regulatory strategies on autonomous learning behavior. The researchers developed a new questionnaire for Hungarian learners and administered it to secondary…
An interview study of inter-cultural contact and its role in language learning in a foreign language environment
A mixed-method study of language-learning motivation and intercultural contact of international students
The mixed-method study presented in this paper investigates the changes in direct and indirect intercultural contact and language-learning attitudes and effort of international students in the United Kingdom. Seventy international learners of English were asked to fill in a questionnaire three times during one academic year in an international foundation program. An additional 10 students and two of their English language tutors were interviewed …
ELF, ESP, ENL and their effect on students’ aims and beliefs: A structural equation model
The impact of self-concept on language learning
The Relationship of Intercultural Contact and Language Learning Motivation among Hungarian Students of English and German
In this paper we report the results of a questionnaire survey conducted with 1777 Hungarian primary school children aged between 13 and 14 studying English and German. In our research we investigated the differences in the motivational and intercultural contact measures as well as determinants of motivated behaviour between learners of English and German. Our results indicate that students of English have a more positive attitude towards the nati…
The impact of self-regulatory strategy use on self-efficacy beliefs and motivated learning behavior in study abroad contexts: The case of university students in Italy, Poland and Turkey
Interrelationships of motivation, self-efficacy and self-regulatory strategy use: An investigation into study abroad experiences
The paper explores study abroad (SA) experiences concerning interrelationships of three individual difference (ID) variables: motivated learning behavior, self-efficacy beliefs and self-regulatory strategy use (SRSU). This study was motivated by the increasing availability of SA programs in Europe (European Commission, 2018) and the accompanying need for students and teachers to understand how best to benefit from these programs. Data were collec…
A comparison of the foreign language learning motivation of Hungarian dyslexic and non‐dyslexic students
In this research we surveyed the language learning motivation of Hungarian learners of English and German with and without dyslexia. The results of the questionnaire study that altogether involved 1,182 participants indicate that for most learner groups the best direct predictor of how much effort they were willing to invest in language learning was their image of themselves as language learners. Dyslexic language learners were found to have sign…
Great Expectations: The motivational profile of Hungarian English language students
In this article we investigate what characterizes the language learning motivation of Hungarian English language students in terms of Dörnyei and Ottó's process model of motivation ( Motivation in Action, 1998). We used a mixed-method research design, in which qualitative interviews conducted with 20 students were supplemented with questionnaire data gained from 100 participants in order to have a better understanding of the apparent discrepancy …
Ten commandments for motivating language learners: Results of an empirical study
The question of how to motivate language learners has been a neglected area in L2 motivation research, and even the few available analyses lack an adequate research base. This article presents the results of an empirical survey aimed at obtaining classroom data on motivational strategies. Two hundred Hungarian teachers of English from various language teaching institutions were asked how important they considered a selection of 51 strategies and …
The Internal Structure of Language Learning Motivation and Its Relationship with Language Choice and Learning Effort
Language learning motivation is a complex, composite construct, and although past research has identified a number of its key components, the interrelationship of these components has often been subject to debate. Similarly, the exact contribution of the various motivational components to learning behaviors and learning achievement has also been interpreted in different ways. The purpose of this study is to use structural equation modeling to eva…
Language Learners' Motivational Profiles and Their Motivated Learning Behavior: Language Learning Vol. 55, No. 4
The aim of the present study is to define and describe second language (L2) learners’ motivational profiles by means of a statistical procedure that is relatively rarely used in L2 studies: cluster analysis. To achieve this aim, 5 broad dimensions of students’ motivational and attitudinal dispositions toward 5 different L2s were measured and analyzed, using survey data collected from 8,593 13- and 14-year-old Hungarian pupils on 2 occasions. Stat…
The Effects of Intercultural Contact and Tourism on Language Attitudes and Language Learning Motivation
This article investigates attitude-mediated contact effects on language learners' motivational disposition by addressing the question as to whether increased intercultural contact through tourism will lead to enhanced language attitudes and language learning motivation. The analysis is based on empirical data gathered in a repeated cross-sectional survey of 8,593 13- and 14-year-old Hungarian pupils in a national sample, stratified according to r…
Motivation, Language Attitudes and Globalisation: A Hungarian Perspective
This volume presents the results of the largest ever language attitude/motivation survey in second language studies. The research team gathered data from over 13,000 Hungarian language learners on three successive occasions: in 1993, 1999 and 2004. The examined period covers a particularly prominent time in Hungary’s history, the transition from a closed, Communist society to a western-style democracy that became a member of the European Union in…
An interview study of inter-cultural contact and its role in language learning in a foreign language environment
Great Expectations: The motivational profile of Hungarian English language students
In this article we investigate what characterizes the language learning motivation of Hungarian English language students in terms of Dörnyei and Ottó's process model of motivation ( Motivation in Action, 1998). We used a mixed-method research design, in which qualitative interviews conducted with 20 students were supplemented with questionnaire data gained from 100 participants in order to have a better understanding of the apparent discrepancy …
The Relationship of Intercultural Contact and Language Learning Motivation among Hungarian Students of English and German
In this paper we report the results of a questionnaire survey conducted with 1777 Hungarian primary school children aged between 13 and 14 studying English and German. In our research we investigated the differences in the motivational and intercultural contact measures as well as determinants of motivated behaviour between learners of English and German. Our results indicate that students of English have a more positive attitude towards the nati…
Age-Related Differences in the Motivation of Learning English as a Foreign Language: Attitudes, Selves, and Motivated Learning Behavior
Our study describes the motivation for learning English as a foreign language in three distinct learner populations: secondary school pupils, university students, and adult language learners. Questionnaire data were collected from 623 Hungarian students. The main factors affecting students' second language (L2) motivation were language learning attitudes and the Ideal L2 self, which provides empirical support for the main construct of the theory …
Learning Experiences, Selves and Motivated Learning Behaviour: A Comparative Analysis of Structural Models for Hungarian Secondary and University Learners of English
5. Learning Experiences, Selves and Motivated Learning Behaviour: A Comparative Analysis of Structural Models for Hungarian Secondary and University Learners of English was published in Motivation, Language Identity and the L2 Self on page 98.
Modelling the Role of Inter-Cultural Contact in the Motivation of Learning English as a Foreign Language
The research reported in this paper explores the effect of direct and indirect cross-cultural contact on Hungarian school children's attitudes and motivated behaviour by means of structural equation modelling. Our data are based on a national representative survey of 1,777 13/14-year-old learners of English and German in Hungary; 237 of the students learning English with the highest level of inter-cultural contact were selected for analysis. Our …
A comparison of the foreign language learning motivation of Hungarian dyslexic and non‐dyslexic students
In this research we surveyed the language learning motivation of Hungarian learners of English and German with and without dyslexia. The results of the questionnaire study that altogether involved 1,182 participants indicate that for most learner groups the best direct predictor of how much effort they were willing to invest in language learning was their image of themselves as language learners. Dyslexic language learners were found to have sign…
The comparative analysis of motivation, attitudes and selves: The case of English and German in Hungary
Systems of Goals, Attitudes, and Self-related Beliefs in Second-Language-Learning Motivation
In the present study, we surveyed the English language-learning motivations of 518 secondary school students, university students, and young adult learners in the capital of Chile, Santiago. We applied multi-group structural-equation modeling to analyze how language-learning goals, attitudes, self-related beliefs, and parental encouragement interact in shaping motivated behavior and to investigate age- and group-related differences in the interna…
ELF, ESP, ENL and their effect on students’ aims and beliefs: A structural equation model
TheImpact of Self-Concept on Language Learning
The impact of self-concept on language learning
A mixed-method study of language-learning motivation and intercultural contact of international students
The mixed-method study presented in this paper investigates the changes in direct and indirect intercultural contact and language-learning attitudes and effort of international students in the United Kingdom. Seventy international learners of English were asked to fill in a questionnaire three times during one academic year in an international foundation program. An additional 10 students and two of their English language tutors were interviewed …
The Interaction of Motivation, Self‐Regulatory Strategies, and Autonomous Learning Behavior in Different Learner Groups
Autonomous learning and effective self‐regulatory strategies are increasingly important in foreign language learning; without these, students might not be able to exploit learning opportunities outside language classrooms. This study investigated the influence of motivational factors and self‐regulatory strategies on autonomous learning behavior. The researchers developed a new questionnaire for Hungarian learners and administered it to secondary…
English Majors’ Self-Regulatory Control Strategy Use in Academic Writing and its Relation to L2 Motivation
Apart from L2 motivation, self-regulation is also increasingly seen as a key variable in L2 learning in many foreign language learning contexts because classroom-centered instructive language teaching might not be able to provide sufficient input for students. Therefore, taking responsibility and regulating the learning processes and positive motivational dispositions are needed for successful achievement. The aim of this article is first to desc…
Motivation, Vision, and Gender: A Survey of Learners of English in China
This study reports on the second phase of a large-scale stratified survey in China, examining the role of vision and imagery in the learners' motivation to learn English as a foreign language. Understanding visualization has been a featured area of recent developments in second language (L2) motivation theory, and this study is the first to offer a broad overview of the extent to which the capacity of vision contributes to the overall motivationa…
Foreign Language Learning Characteristics of Deaf and Severely Hard‐of‐Hearing Students
The aim of this study was to investigate deaf and severely hard‐of‐hearing students’ foreign language learning characteristics. In order to provide a better understanding of the challenges this group of learners face, a mixed methods study was designed including a questionnaire survey to provide generalizable results for our context and an interview study to get a deeper understanding of the issue from the insiders’ perspective as well. Data was …
Interrelationships of motivation, self-efficacy and self-regulatory strategy use: An investigation into study abroad experiences
The paper explores study abroad (SA) experiences concerning interrelationships of three individual difference (ID) variables: motivated learning behavior, self-efficacy beliefs and self-regulatory strategy use (SRSU). This study was motivated by the increasing availability of SA programs in Europe (European Commission, 2018) and the accompanying need for students and teachers to understand how best to benefit from these programs. Data were collec…
The impact of self-regulatory strategy use on self-efficacy beliefs and motivated learning behavior in study abroad contexts: The case of university students in Italy, Poland and Turkey
Investigating the Use of Grammar Learning Strategies in Hungary and Poland: A Comparative Study
Although there is consensus that second language grammar instruction is needed, some controversial issues remain. Whatever instructional options are selected, it is vital that they allow the development of not only explicit knowledge but also implicit or at least automatized knowledge that can be used in real-time interaction. Since this aim is difficult to achieve, students need to learn this subsystem on their own and this process can be aided …
Psychology (26 works) · EFL/ESL Teaching and Learning (21 works) · Mathematics education (21 works) · Linguistics (17 works) · Second Language Learning and Teaching (16 works) · Computer Science (15 works) · Pedagogy (11 works) · Social Psychology (11 works) · Language acquisition (10 works) · Foreign language (7 works)