A Multidimensional Understanding of Italian L2 Learner Motivation among University Students in a Predominantly English-Speaking Environment
Bibliographic Data
| ID | 2745199 |
|---|---|
| Authors | Giuseppe D''Orazzi, Giuseppe D'Orazzi (The University of Melbourne), Giuseppe D’Orazzi (0000-0002-1647-3385, The University of Melbourne, corresponding author), John Hajek (0000-0003-1335-4273, The University of Melbourne, corresponding author) |
| Year | 2022 |
| Volume | 99 |
| Issue | 3 |
| Pages | 350-375 |
| Publication date | 2022-09-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Italica (JOURNAL) |
| Journal identifiers | ISSN: 0021-3020 • E-ISSN: 2325-6672 |
| Publisher | University of Illinois Press (PUBLISHER • US) |
| DOI | 10.5406/23256672.99.3.04 |
| OpenAlex | W4360902806 |
| Language | EN |
| Citations received | 3 |
| References cited | 32 |
Studies on motivation in learning Italian in Australia have mostly shed light on students' creation of an ideal Italian self (e.g., Caruso and Fraschini). In doing so, they appear mainly to explore students' psychological reactions to the Italian learning process. Our study aims to complement previous research through the use of a three-level model (D'Orazzi, Motivation) that incorporates the analysis of psychological and cognitive components at the micro level, pedagogical dynamics at the meso level, and social context at the macro level. While taking a strongly quantitative approach, its results also build on and potentially contrast with those of a recent qualitative study undertaken by D'Orazzi and Hajek on university students' motivation when learning Italian in an English-speaking country such as Australia. In this article, we analyze survey data collected among students of Italian enrolled at a selection of Australian universities. Two online questionnaires were sent to students who answered fifty-one Likert scale questions addressing their learning experience as beginner students over one year of Italian studies. Our results point to the multidimensional and dynamic nature of second language learning motivation over time (Oakes and Howard), also following Danesi's argument that pedagogical factors need to be considered in studies on L2 learning motivation
Argument (complex analysis) · Cognition · Context (archaeology) · Goal theory · Likert scale · Mathematics education · Pedagogy · EFL/ESL Teaching and Learning · International Student and Expatriate Challenges · Psychology · Second Language Learning and Teaching
A comparative analysis of teachers’ and students’ understanding of second language learning motivation across four language programmes at an Australian university
Second Language Motivational Selves and Interactional Pragmatics in Study Abroad
A Multidimensional Understanding of Italian L2 Learner Motivation among University Students in a Predominantly English-Speaking Environment
Motivation and second language acquisition
Challenging the Monolingual Mindset
A Person-in-Context Relational View of Emergent Motivation, Self and Identity
Towards a better understanding of the L2 Learning Experience, the Cinderella of the L2 Motivational Self System
The L2 Motivational Self System
The Effect of Perception of Teacher Characteristics on Spanish EFL Learners’ Anxiety and Enjoyment
Intrinsic Motivation and Self-Determination in Human Behavior
Language Emergence
A Q Methodology Study Into Vision of Italian L2 University Students
Learning French as a foreign language in a globalised world
Task-Based Language Teaching of Italian
The Identity Crisis in Language Motivation Research
Italian Language Learning and Student Motivation at Australian Universities
An analysis of demotivators in the EFL classroom
Foreign language learning in a ‘monoglot culture’
Motivation in second and foreign language learning
The importance of language policies and multilingualism for cultural diversity
Integrative Motivation
Motivational Factors in Italian Enrollments
A Multidimensional Understanding of Italian L2 Learner Motivation among University Students in a Predominantly English-Speaking Environment
| Unique citing works | 3 |
|---|---|
| Citations per year | 0,75 |
| Citation span | 2022 - 2026 (5) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 3 |