The effects of three motivational interventions on EFL learners’ L2MSS
A longitudinal perspective
Bibliographic Data
| ID | 11989591 |
|---|---|
| Authors | Xuejun Ye (0000-0003-3208-7318, Hong Kong Polytechnic University), G Hu (0000-0002-2297-4784, corresponding author), Hu Guangwei (0000-0003-1303-363X, Hong Kong Polytechnic University, corresponding author) |
| Year | 2024 |
| Volume | 129 |
| Pages | 103584-103584 |
| Publication date | 2024-12-30 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | System (JOURNAL) |
| Journal identifiers | ISSN: 0346-251X • E-ISSN: 1879-3282 |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.system.2024.103584 |
| OpenAlex | W4405899740 |
| Language | EN |
| Citations received | 4 |
| References cited | 51 |
This paper reports on an empirical investigation into the effects of three motivational interventions on Chinese junior secondary EFL students' L2 motivational self system (L2MSS: ideal L2 self, ought-to L2 self, and L2 learning experience). The study employed a quasi-experimental design with pre-post-delayed questionnaire surveys involving four groups: a control group without motivational training, and three treatment groups receiving either traditional motivational strategies (MSs), vision-based MSs, or a combination of both types of MS. The selection of MSs for the interventions was based on student preferences identified in a pilot study. A total of 391 students completed a questionnaire administered at three time points to gauge changes to their L2MSS. Within-group comparisons indicated that all three motivational treatments significantly improved participants’ L2MSS immediately after the interventions. All three interventions demonstrated sustained effects on the ideal L2 self and the ought-to L2 self, whereas only the combined MS treatment had a lasting impact on the L2 learning experience . Between-groups comparisons revealed that the ideal L2 self was most influenced by vision-based MSs, followed by combined MSs and traditional MSs. The combined MS treatment outperformed the other two treatments in the effects on the ought-to L2 self and the L2 learning experience. The implications and limitations of the study are discussed
Longitudinal study · Mathematics education · Perspective (graphical · Psychological intervention · Computer Science · Educational and Psychological Assessments · EFL/ESL Teaching and Learning · Mathematics · Psychology · Second Language Learning and Teaching · Artificial Intelligence
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| Unique citing works | 4 |
|---|---|
| Citations per year | 4 |
| Citation span | 2025 - 2026 (2) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 4 |