Alastair Henry
Biographic Data
| ID | 3829002 |
|---|---|
| NAME | Alastair Henry |
| GIVEN NAMES | Alastair |
| FAMILY NAME | Henry |
| SIGNATURE | HENRY A |
| AFFILIATIONS | University West |
| ORCID | 0000-0001-7789-9032 |
| VERIFIED | Yes |
| TOTAL WORKS | 41 |
| TOTAL CITATIONS | 172 |
| AUTHOR COUNT | 40 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 2008 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 7 |
Multilingualism and Language Teacher Development: Knowledge, Need, and Confidence
In his Perspectives article, Van Gorp (2026, this issue) argues that the transformative promise of the multilingual turn has only partly been realized. So far, insights into multilingualism and theory-driven proposals for multilingual education have not resulted in system-level change. To achieve a better alignment of principles and practice, Van Gorp makes the case for a re-envisioned task-based language teaching (TBLT) where critical multilingu…
How Do I Measure up ? Social Influence and L2 Motivation in the Algorithmic Age
Comparative thinking is a fundamental human drive and a hallmark of contemporary life. For social action, such as the learning and use of additional languages, a target for appraisal (an L2 attribute) is evaluated in relation to a comparison standard (an appraiser's standpoint). An appraiser can be the person themselves, another person, a social group, people in a particular social context, or, in the broadest sense, people in society itself. Whi…
Resolving the crisis in L2 motivational self-system research: Constructive dialogue and argument-based validation
Al-Hoorie, Hiver, and In’nami (2024) offer compelling arguments for why L2 motivational self-system research is currently in a state of validation crisis. Seeking a constructive resolution to the crisis, in this response we argue that two fundamental conditions are needed for the field to emerge stronger: psychological readiness and methodological maturity. For psychological readiness, we call for a reframing of the “crisis” narrative. We highlig…
Marked on the voice: The visibility experiences of Russian heritage migrants following the war against Ukraine
Identities fundamental to the self, such as race and gender, can operate through visual markers on the body. Identities related to a person’s heritage, or nationality, can also become visible. However, when physical appearance means that a person can pass as a member of a dominant group, being identified or ‘marked’ as other takes place through language use. In migration contexts, situations where a person’s heritage or nationality is revealed ca…
In search of a “big idea”: A critical review of the function of comparison processes in language learning psychology
Research into the psychology of language learning (PLL) can make important contributions to the knowledge base of the teaching profession. However, impact can be hampered by conceptual accessibility. One way to enhance accessibility is to enable practitioners to encounter research through a smaller number of “big ideas”. A “big idea” is a core idea that connects subfields and links disciplinary understandings into coherent wholes. A “big idea” is…
The adjustment processes of international students at a UK university: An exploration using the L2 self-regulatory system
Adjusting to life at a foreign university can be challenging. For second/foreign language (L2) students, challenges extend beyond adapting to new academic and social contexts. They can involve the need to reappraise individual aspirations and socially grounded expectations relating to language use. In these and other appraisal processes, self-evaluative standards are employed. In L2 learning, self-evaluative standards can be conceptualised as con…
Hope amid uncertainty: Exploring the validity of the State Hope Scale in post-migration adult language learning
When language learning takes place post-migration, the challenge is not only to attain fluency. Learning is tied up with life opportunities and is overshadowed by hopes and fears for the future. In the post-migration phase, hopeful thinking can support the acculturation process. Hope is a goal-related construct that captures variation in adaptability in the pursuit of positive outcomes. It involves the interaction of (a) agency (goal-directed ene…
Foreign language perceptual curiosity: Construct, measurement, and applications
Learning a language is a creative process. It involves novelty and imagination. While curiosity can be highly beneficial, research is limited. Studies so far conducted have explored epistemic curiosity as a trait-like disposition. In contrast, the current study focuses on perceptual curiosity (PC). PC is a situational response evoked by novelty, complexity and ambiguities in sensory stimulation. PC generates attention and prompts visual inspectio…
Jingle–Jangle Fallacies in L2 Motivational Self System Research: A Response to Al-Hoorie et al . (2024)
In a systematic examination of scales commonly used in L2 Motivational Self System (L2MSS) research, Al-Hoorie et al. (2024) found discriminant validity problems. Raising jangle fallacy concerns, they argue that substantive research should be paused until validity issues are ironed out. However, validity at the measurement level is dependent on validity at the construct level. Replication attempts can fail when models are poorly theorized. To res…
L2 motivation and self regulated learning: An integrated model
Motivation and self-regulated learning (SRL) are interrelated constructs. Motivation can be a precursor, a mediator, and an outcome of SRL. In L2 learning, the interrelatedness of motivation and self-regulation has long been recognized (Dörnyei, 2005). However, a conceptualization of the connections is lacking. This article models the L2 motivation–SRL relationship. Drawing a distinction between personal and social sources of motivation (Zimmerma…
Willingness to communicate in a multilingual context: Part two, person-context dynamics
In many contexts of multilingualism, language learners can initiate communication in the target language (TL), or a contact language (such as English). Patterns of use emerging from these choices vary between individuals and affect TL development. Willingness to communicate (WTC) needs to be investigated in ways that capture these variations. So far, WTC has not been studied in multilingual contexts, or using individual-level designs. This case s…
Willingness to communicate in a multilingual context: Part one, a time-serial study of developmental dynamics
In many contexts of multilingualism, language learners can initiate communication in the target language (TL), or a contact language (such as English). Patterns of use emerging from these choices affect TL development. They also vary between individuals. Willingness to communicate (WTC) needs to be investigated in ways that capture these variations. So far, WTC has not been studied in multilingual contexts, or using individual-level longitudinal …
First Encounters: Young People’s Perceptions of Criminal Justice
For young people, a first encounter with criminal justice can have lasting effects. While perceptions of equitable treatment can generate feelings of belongingness and acceptance, treatment perceived as unfair or prejudicial can generate experiences of dissonance and exclusion. However, little research has examined young people’s appraisals of justice system encounters. The purpose of the study was to examine perceptions of criminal justice among…
Persistence in Language Learning
Developing proficiency in another language is a long‐term undertaking. It demands persistence. However, persistence in second language (L2) learning is only beginning to be investigated. This entry offers an account of persistence in L2 learning. It presents a multicomponent framework of L2 persistence and discusses the roles that the different components play in supporting motivation over time. Further, the entry examines the constructs of grit …
Multilingualism and persistence in multiple language learning
For language learners who aspire to become multilingual, commitment involves a personal journey. Defining persistence as a preoccupation with goal‐focused action directed to a desired future state and drawing on research from cognitive psychology and the mental time travel paradigm, this article presents an identity‐based framework of persistence in multiple language learning. In the framework, persistence is supported through the operation of 3 …
Can L2 motivation be modelled as a self-system? A critical assessment
Some two decades ago, Dörnyei (2005) proposed that motivation for L2 learning could be modelled as a self-system. Despite the profound influence of Dörnyei's scholarship and impact of the L2 Motivational Self System (L2MSS) model, the fundamental premise that motivation for L2 learning can constitute a self-system has escaped critical scrutiny. Highlighting how the self-system constitutes a framework within which self-referential cognition is org…
Exploring language learners’ self-generated goals: Does self-concordance affect engagement and resilience
Despite the importance that goals have for language learning (Lee & Bong, 2019), little is known about the effects on learner behaviours. Combining individualized (idiographic) and standardized (nomothetic) methodologies, this study investigated whether the self-concordance of learning goals formulated at the beginning of a program of language education affected engagement and resilience at the end of the first year. Following research demonstrat…
The other in the self: Mentoring relationships and adaptive dynamics in preservice teacher identity construction
Mentors play a crucial role in preservice teachers' (PTs) professional development. Identity construction has not however been examined in the context of specific mentoring relationships, or as a process in motion. Drawing on the theory of the Dialogical Self, and its notion of dialogically constituted identities (I-positions), this case study explores PT identity construction and adaptive dynamics in two mentoring relationships. Identity narrati…
Teachers’ self-disclosures and influences on students’ motivation: A relational perspective
While teacher–student relationships are of central importance for students’ motivation, they remain under-investigated. Adopting an interdisciplinary approach and focusing on the ‘relationality’ of teacher–student relationships, this study examines the identity-work that takes place when a teacher makes visible an aspect of identity not normally salient in the classroom. Framing self-disclosure as a relational practice, and drawing on ethnographi…
Motivational connections in language classrooms: A research agenda
With roots in social psychology, second language (L2) motivation has largely been investigated using self-report techniques. Studies drawing on observational data gathered in contexts where learning takes place are rare, and understandings of how motivation evolves in classroom interactions remain limited (Boo, Dörnyei, & Ryan, 2015). In a position paper in Language Teaching , Ushioda (2016) maps out an agenda for qualitative research examining m…
Thriving? Or Surviving? An Approach–Avoidance Perspective on Adult Language Learners’ Motivation
Learning a language is a long‐term undertaking. In this endeavor, motivation is served by patterns of regulation that steer and control behavior. Regulation can be focused on possibilities and opportunities (an approach pattern), or the implications of failure (an avoidance pattern). Responding to calls for work with a focus on regulation (Papi et al., 2019), and with the aim of developing insights into second‐language perseverance, this study ex…
The case of a missing person? The current L2 self and the L2 Motivational Self System
In the L2 Motivational Self System (L2MSS) motivation is conceptualized to be generated by discomfort associated with the learner's experience of a discrepancy between their current L2 self, and their ideal L2 self. However, in the L2MSS model, this discrepancy is not operationalized. A questionnaire containing measures of current L2 selves was administered to two cohorts of students learning English in Sweden, one in grade 7, and one in grade 9.…
Learner–environment adaptations in multiple language learning: Casing the ideal multilingual self as a system functioning in context
Multiple language learning has been largely neglected in L2 motivation research. Recently, complexity principles have been used to model multilingual motivation. In this work, multilingual self-guides are conceptualised as emergent from interactions between the motivation systems of different languages. Motivational systems and their emergent properties are also influenced by the contexts in which acquisition takes place. In this interview-based …
Online Media Creation and L2 Motivation: A Socially Situated Perspective
Digital technologies are increasingly common in language learning. Online media creation provides scope for agency and spaces for identity construction, but empirically grounded conceptualizations of the influences on learners’ motivation are lacking and the digital technology–second language motivation interface remains largely unexplored. Using a grounded theory ethnographic approach (Charmaz, 2006), and with the aim of developing a theoretical…
Digital innovations in L2 motivation: Harnessing the power of the Ideal L2 Self
The ideal multilingual self: Validity, influences on motivation, and role in a multilingual education
L2 motivation research has a longstanding monolingual bias. Recently, however, the motivational systems of a multilingual's different languages have been conceptualised as constituting a multilingual motivational system, and it has been suggested that interactions between the ideal Lx self and the ideal Ly self can lead to the emergence of an ideal multilingual self. While the notion of an ideal multilingual self chimes with research on multiling…
Examining the impact of L2 English on L3 selves: A case study
In this Swedish case study of four upper secondary students engaged in simultaneous second language (L2; English) and third language (L3; Spanish, French and Russian) learning, a possible selves perspective was used to investigate the impact of English on L3 motivation. Using a maximum variation sampling strategy, participants were selected from a larger dataset (n=101). Semi-structured interviews were conducted using interpretive phenomenologica…
Young learners and multilingualism: A study of learner attitudes before and after the introduction of a second foreign language to the curriculum
Contexts of possibility in simultaneous language learning: Using the L2 Motivational Self System to assess the impact of global English
Motivation in simultaneous L2 learning situations is an area of research largely overlooked and studies from contexts where people are engaged in learning more than one L2 are rare. In their large-scale Hungarian research, Dörnyei, Csizér and Németh found that pupils' positive attitudes to one L2 could cause interferences with attitudes to others, with English being the greatest source of such interference. In this article it is suggested that, a…
Can L2 motivation be modelled as a self-system? A critical assessment
Some two decades ago, Dörnyei (2005) proposed that motivation for L2 learning could be modelled as a self-system. Despite the profound influence of Dörnyei's scholarship and impact of the L2 Motivational Self System (L2MSS) model, the fundamental premise that motivation for L2 learning can constitute a self-system has escaped critical scrutiny. Highlighting how the self-system constitutes a framework within which self-referential cognition is org…
Gender differences in compulsory school pupils’ L2 self-concepts: A longitudinal study
Conceptualizing Teacher Identity as a Complex Dynamic System: The Inner Dynamics of Transformations During a Practicum
Currently, the inner dynamics of teacher identity transformations remain a "black box." Conceptualizing preservice teacher identity as a complex dynamic system, and the notion of "being someone who teaches" in dialogical terms as involving shifts between different teacher voices, the study investigates the dynamical processes at play when transitions between identities occur. Using a single-case design, and drawing on intra- and inter-personal da…
Motivation, Gender, and Possible Selves
Despite the consistency with which gender differences have been found in second language motivation, little systematic research has taken place on motivation and gender to date. Permeating self-concept development, gender impacts not only current selves but also future-oriented possible selves. In construing possible selves, females tend to emphasize interdependence, meaning they invest more in interpersonal relationships and self-other interacti…
Willingness to communicate in a multilingual context: Part two, person-context dynamics
In many contexts of multilingualism, language learners can initiate communication in the target language (TL), or a contact language (such as English). Patterns of use emerging from these choices vary between individuals and affect TL development. Willingness to communicate (WTC) needs to be investigated in ways that capture these variations. So far, WTC has not been studied in multilingual contexts, or using individual-level designs. This case s…
Willingness to communicate in a multilingual context: Part one, a time-serial study of developmental dynamics
In many contexts of multilingualism, language learners can initiate communication in the target language (TL), or a contact language (such as English). Patterns of use emerging from these choices affect TL development. They also vary between individuals. Willingness to communicate (WTC) needs to be investigated in ways that capture these variations. So far, WTC has not been studied in multilingual contexts, or using individual-level longitudinal …
Learner–environment adaptations in multiple language learning: Casing the ideal multilingual self as a system functioning in context
Multiple language learning has been largely neglected in L2 motivation research. Recently, complexity principles have been used to model multilingual motivation. In this work, multilingual self-guides are conceptualised as emergent from interactions between the motivation systems of different languages. Motivational systems and their emergent properties are also influenced by the contexts in which acquisition takes place. In this interview-based …
Exploring language learners’ self-generated goals: Does self-concordance affect engagement and resilience
Despite the importance that goals have for language learning (Lee & Bong, 2019), little is known about the effects on learner behaviours. Combining individualized (idiographic) and standardized (nomothetic) methodologies, this study investigated whether the self-concordance of learning goals formulated at the beginning of a program of language education affected engagement and resilience at the end of the first year. Following research demonstrat…
Digital innovations in L2 motivation: Harnessing the power of the Ideal L2 Self
L2 motivation and self regulated learning: An integrated model
Motivation and self-regulated learning (SRL) are interrelated constructs. Motivation can be a precursor, a mediator, and an outcome of SRL. In L2 learning, the interrelatedness of motivation and self-regulation has long been recognized (Dörnyei, 2005). However, a conceptualization of the connections is lacking. This article models the L2 motivation–SRL relationship. Drawing a distinction between personal and social sources of motivation (Zimmerma…
Motivational Strategies and the Reframing of English: Activity Design and Challenges for Teachers in Contexts of Extensive Extramural Encounters
Motivational strategies are underresearched, and studies so far conducted have been in sociolinguistic contexts where English is not extensively encountered outside the classroom. Given also that little is known about strategies relating to the design and content of classroom activities, the purpose of this study is to identify and critically evaluate strategies focusing on activity design and content in classroom activities that, in a setting wh…
Online Media Creation and L2 Motivation: A Socially Situated Perspective
Digital technologies are increasingly common in language learning. Online media creation provides scope for agency and spaces for identity construction, but empirically grounded conceptualizations of the influences on learners’ motivation are lacking and the digital technology–second language motivation interface remains largely unexplored. Using a grounded theory ethnographic approach (Charmaz, 2006), and with the aim of developing a theoretical…
In search of a “big idea”: A critical review of the function of comparison processes in language learning psychology
Research into the psychology of language learning (PLL) can make important contributions to the knowledge base of the teaching profession. However, impact can be hampered by conceptual accessibility. One way to enhance accessibility is to enable practitioners to encounter research through a smaller number of “big ideas”. A “big idea” is a core idea that connects subfields and links disciplinary understandings into coherent wholes. A “big idea” is…
Foreign language perceptual curiosity: Construct, measurement, and applications
Learning a language is a creative process. It involves novelty and imagination. While curiosity can be highly beneficial, research is limited. Studies so far conducted have explored epistemic curiosity as a trait-like disposition. In contrast, the current study focuses on perceptual curiosity (PC). PC is a situational response evoked by novelty, complexity and ambiguities in sensory stimulation. PC generates attention and prompts visual inspectio…
Bicultural or Hybrid? The Second Language Identities of Students on an English-Mediated University Program in Sweden
It has been suggested that in foreign language learning and ELF situations, identity might not be implicated in any great extent. Focusing on the impact globalization has on identities, the purpose of this study is to consider whether identity might be involved in Swedish students’ reasons for enrolling on an English-medium university program and, if so, the types of identities students construct. Analyses of data from interviews with 11 students…
Young learners and multilingualism: A study of learner attitudes before and after the introduction of a second foreign language to the curriculum
Gender differences in compulsory school pupils’ L2 self-concepts: A longitudinal study
Contexts of possibility in simultaneous language learning: Using the L2 Motivational Self System to assess the impact of global English
Motivation in simultaneous L2 learning situations is an area of research largely overlooked and studies from contexts where people are engaged in learning more than one L2 are rare. In their large-scale Hungarian research, Dörnyei, Csizér and Németh found that pupils' positive attitudes to one L2 could cause interferences with attitudes to others, with English being the greatest source of such interference. In this article it is suggested that, a…
Examining the impact of L2 English on L3 selves: A case study
In this Swedish case study of four upper secondary students engaged in simultaneous second language (L2; English) and third language (L3; Spanish, French and Russian) learning, a possible selves perspective was used to investigate the impact of English on L3 motivation. Using a maximum variation sampling strategy, participants were selected from a larger dataset (n=101). Semi-structured interviews were conducted using interpretive phenomenologica…
Motivation, Gender, and Possible Selves
Despite the consistency with which gender differences have been found in second language motivation, little systematic research has taken place on motivation and gender to date. Permeating self-concept development, gender impacts not only current selves but also future-oriented possible selves. In construing possible selves, females tend to emphasize interdependence, meaning they invest more in interpersonal relationships and self-other interacti…
Motivational Dynamics in Language Learning
This collection of conceptual papers and data-based research studies investigate the dynamics of language learning motivation from a complex dynamic systems perspective. The chapters seek to answer the question of how we can understand motivation if we perceive it as a continuously changing and evolving entity rather than a fixed learner trait.
Motivational Currents in Language Learning: Frameworks for Focused Interventions
Swedish or English? Migrants' experiences of the exchangeability of language resources
Patterns of transmigration emerging as a consequence of globalization are creating new and complex markets for communicative resources in which languages and language varieties are differently valued. In a Swedish context, where lingua franca English can facilitate communication but where monolingual norms prevail and Swedish is positioned as the key to ‘integration’, the purpose of this study is to examine English-speaking migrants' experiences …
Motivational dynamics in language learning
Bicultural or Hybrid? The Second Language Identities of Students on an English-Mediated University Program in Sweden
It has been suggested that in foreign language learning and ELF situations, identity might not be implicated in any great extent. Focusing on the impact globalization has on identities, the purpose of this study is to consider whether identity might be involved in Swedish students’ reasons for enrolling on an English-medium university program and, if so, the types of identities students construct. Analyses of data from interviews with 11 students…
Enablements and constraints: Inventorying affordances associated with lingua franca English
Transcultural flows of capital, culture and communication have created conditions for the widespread movement of people around the globe, leading to increasing diversity in countries of destination. In contexts of global migration lingua franca English is indispensable in initial and survival communication. For migrants to northern European countries where lingua franca English functions as a 'contact language' in 'contact zone encounters', it is…
Conceptualizing Teacher Identity as a Complex Dynamic System: The Inner Dynamics of Transformations During a Practicum
Currently, the inner dynamics of teacher identity transformations remain a "black box." Conceptualizing preservice teacher identity as a complex dynamic system, and the notion of "being someone who teaches" in dialogical terms as involving shifts between different teacher voices, the study investigates the dynamical processes at play when transitions between identities occur. Using a single-case design, and drawing on intra- and inter-personal da…
L2 Motivation and Multilingual Identities
By tradition, L2 motivation research has a monolingual bias – the motivational systems of a learner's different languages conceptualized as separate entities rather than as cognitively interconnected. At a time when multilingualism has become a new world order (Douglas Fir Group, ) and where there is evidence of powerful identity experiences connected to speaking several languages (Pavlenko, ) this is unfortunate. In alignment with the multilingu…
The Impact of Out-of-School Factors on Motivation to Learn English: Self-discrepancies, Beliefs, and Experiences of Self-authenticity
English is today learnt in multitudes of settings worldwide, making it difficult to characterize relationships between motivation and context in generalized terms (Ushioda 2013). In settings where students have extensive encounters with English outside school, a reluctance to invest effort in formal learning has been observed. To investigate ways in which out-of-school encounters impact on motivation, questionnaire data was obtained from 116 uppe…
The ideal multilingual self: Validity, influences on motivation, and role in a multilingual education
L2 motivation research has a longstanding monolingual bias. Recently, however, the motivational systems of a multilingual's different languages have been conceptualised as constituting a multilingual motivational system, and it has been suggested that interactions between the ideal Lx self and the ideal Ly self can lead to the emergence of an ideal multilingual self. While the notion of an ideal multilingual self chimes with research on multiling…
Digital innovations in L2 motivation: Harnessing the power of the Ideal L2 Self
Motivational Strategies and the Reframing of English: Activity Design and Challenges for Teachers in Contexts of Extensive Extramural Encounters
Motivational strategies are underresearched, and studies so far conducted have been in sociolinguistic contexts where English is not extensively encountered outside the classroom. Given also that little is known about strategies relating to the design and content of classroom activities, the purpose of this study is to identify and critically evaluate strategies focusing on activity design and content in classroom activities that, in a setting wh…
Online Media Creation and L2 Motivation: A Socially Situated Perspective
Digital technologies are increasingly common in language learning. Online media creation provides scope for agency and spaces for identity construction, but empirically grounded conceptualizations of the influences on learners’ motivation are lacking and the digital technology–second language motivation interface remains largely unexplored. Using a grounded theory ethnographic approach (Charmaz, 2006), and with the aim of developing a theoretical…
Thriving? Or Surviving? An Approach–Avoidance Perspective on Adult Language Learners’ Motivation
Learning a language is a long‐term undertaking. In this endeavor, motivation is served by patterns of regulation that steer and control behavior. Regulation can be focused on possibilities and opportunities (an approach pattern), or the implications of failure (an avoidance pattern). Responding to calls for work with a focus on regulation (Papi et al., 2019), and with the aim of developing insights into second‐language perseverance, this study ex…
The case of a missing person? The current L2 self and the L2 Motivational Self System
In the L2 Motivational Self System (L2MSS) motivation is conceptualized to be generated by discomfort associated with the learner's experience of a discrepancy between their current L2 self, and their ideal L2 self. However, in the L2MSS model, this discrepancy is not operationalized. A questionnaire containing measures of current L2 selves was administered to two cohorts of students learning English in Sweden, one in grade 7, and one in grade 9.…
Learner–environment adaptations in multiple language learning: Casing the ideal multilingual self as a system functioning in context
Multiple language learning has been largely neglected in L2 motivation research. Recently, complexity principles have been used to model multilingual motivation. In this work, multilingual self-guides are conceptualised as emergent from interactions between the motivation systems of different languages. Motivational systems and their emergent properties are also influenced by the contexts in which acquisition takes place. In this interview-based …
The other in the self: Mentoring relationships and adaptive dynamics in preservice teacher identity construction
Mentors play a crucial role in preservice teachers' (PTs) professional development. Identity construction has not however been examined in the context of specific mentoring relationships, or as a process in motion. Drawing on the theory of the Dialogical Self, and its notion of dialogically constituted identities (I-positions), this case study explores PT identity construction and adaptive dynamics in two mentoring relationships. Identity narrati…
Teachers’ self-disclosures and influences on students’ motivation: A relational perspective
While teacher–student relationships are of central importance for students’ motivation, they remain under-investigated. Adopting an interdisciplinary approach and focusing on the ‘relationality’ of teacher–student relationships, this study examines the identity-work that takes place when a teacher makes visible an aspect of identity not normally salient in the classroom. Framing self-disclosure as a relational practice, and drawing on ethnographi…
Motivational connections in language classrooms: A research agenda
With roots in social psychology, second language (L2) motivation has largely been investigated using self-report techniques. Studies drawing on observational data gathered in contexts where learning takes place are rare, and understandings of how motivation evolves in classroom interactions remain limited (Boo, Dörnyei, & Ryan, 2015). In a position paper in Language Teaching , Ushioda (2016) maps out an agenda for qualitative research examining m…
Exploring language learners’ self-generated goals: Does self-concordance affect engagement and resilience
Despite the importance that goals have for language learning (Lee & Bong, 2019), little is known about the effects on learner behaviours. Combining individualized (idiographic) and standardized (nomothetic) methodologies, this study investigated whether the self-concordance of learning goals formulated at the beginning of a program of language education affected engagement and resilience at the end of the first year. Following research demonstrat…
Psychology (34 works) · EFL/ESL Teaching and Learning (26 works) · Mathematics education (17 works) · Pedagogy (17 works) · Social Psychology (17 works) · Computer Science (16 works) · Linguistics (16 works) · Second Language Learning and Teaching (14 works) · Educational and Psychological Assessments (10 works) · Multilingualism (10 works)