Motivation, Emotion, Learning Experience, and Second Language Comprehensibility Development in Classroom Settings
A Cross-Sectional and Longitudinal Study
Bibliographic Data
| ID | 4776445 |
|---|---|
| Authors | Kiyoshi Saito (0000-0002-4718-2943, Birkbeck, University of London, corresponding author), Jean-Marc Dewaele (0000-0001-8480-0977, Birkbeck, University of London), Jean‐Marc Dewaele (Birkbeck, University of London), Mariko Abe (0000-0001-6474-826X, Chuo University), Yo In''Nami (0000-0001-8235-2752, Chuo University), Yo In'Nami |
| Year | 2018 |
| Volume | 68 |
| Issue | 3 |
| Pages | 709-743 |
| Publication date | 2018-09-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Language Learning (JOURNAL) |
| Journal identifiers | ISSN: 0023-8333 • E-ISSN: 1467-9922 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/lang.12297 |
| OpenAlex | W2786367559 |
| Language | EN |
| Citations received | 164 |
| References cited | 61 |
This study presents a cross-sectional and longitudinal analysis of how 108 high school students in English as a foreign language (EFL) classrooms enhanced the comprehensibility of their second language (L2) speech according to different motivation, emotion, and experience profiles. Students' learning patterns were primarily associated with their emotional states (anxiety vs. enjoyment) and secondarily with their motivational dispositions (clear vision of ideal future selves). Students' anxiety together with weaker Ideal L2 Self related negatively to their performance at the beginning of the project-performance that they had achieved after several years of EFL instruction. Students' enjoyment together with greater Ideal L2 Self predicted the extent to which they practiced and developed their L2 speech within the 3-month framework of the project. Results suggest that more frequent L2 use with positive emotions directly impacts acquisition, which may in turn lead to the lessening of negative emotions and better long-term L2 comprehensibility.Open PracticesThis article has been awarded an Open Materials badge. Study materials are publicly accessible in the IRIS digital repository at http://www.iris-database.org. Learn more about the Open Practices badges from the Center for Open Science: https://osf.io/tvyxz/wiki
Anxiety · Developmental psychology · English as a foreign language · Foreign language · Language acquisition · Longitudinal study · Mathematics education · Willingness to communicate · EFL/ESL Teaching and Learning · Linguistic Education and Pedagogy · Psychology · Second Language Learning and Teaching · Social Psychology
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Disentangling the causal role of motivation, enjoyment, and anxiety in second language speech learning
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Emotions and emotion regulation in L2 classroom speaking tasks
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Understanding the effect of perceived teacher support on EFL secondary students’ engagement
The predictive roles of enjoyment, anxiety, willingness to communicate on students’ performance in English public speaking classes
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Affordances of the Microsystem of the Classroom for Foreign Language Enjoyment
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Investigating positive and negative emotions among undergraduate students in Mozambican English classes
Emotional dynamics in L3 Japanese learning
University-level students’ stances, communication of negative emotions, and L2 swearing with respect to EMI during classroom interaction
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Social and dimensional comparisons in the formation of L1 and L2 motivational beliefs among Chinese-English bilingual students in the Chinese mainland
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Linking motivation and willingness to communicate in online L3 learning context
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How the Effects of Foreign Language Enjoyment, Anxiety, Boredom and Peace of Mind on Attitude/Motivation Change With Skill Level, Academic Achievement and Age
The L2 motivational self‐system
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Speaking anxiety and task complexity effects on second language speech
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The predictive effects of classroom environment and trait emotional intelligence on Foreign Language Enjoyment and Anxiety
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Integrated effects of interactional cognitions and emotional regulation capacity on peer interaction in the L2 classroom
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Self-discrepancy
Foreign Language Classroom Anxiety
Contrasting Effects of Starting Age and Input on the Oral Performance of Foreign Language Learners
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Systems of Goals, Attitudes, and Self-related Beliefs in Second-Language-Learning Motivation
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The Effect of Language Learning Aptitude, Strategy Use and Learning Context on L2 Pronunciation Learning
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L2 motivation research 2005–2014
Differences in the motivation of Chinese learners of English in a foreign and second language context
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| Unique citing works | 164 |
|---|---|
| Citations per year | 20,5 |
| Citation span | 2018 - 2026 (9) |
| Citation velocity | current |
| Highly cited | Yes |
| Citation types | Neutral: 160 |