scholarly journals Thai and Serbian Student L2 Motivational Selves: A Contrastive Study

2021 ◽  
Vol 16 (4) ◽  
pp. 1229-1255
Keyword(s):  
Strong Influence ◽  
Learning Experience ◽  
Cultural Orientation ◽  
Influential Factors ◽  
Teaching Approaches ◽  
Contrastive Study ◽  
Item Questionnaire ◽  
L2 Motivational Self System ◽  
Thai Students ◽  
Construction Of Self

Applying L2 Motivational Self-System, the aim of this paper is to investigate how Thai and Serbian students construct their L2 motivational self-systems. A total of 543 students from Thailand and Serbia completed an 18-item questionnaire aimed at sampling relevant motivational factors. Although the students from both universities reported medium levels of motivated behaviour and a strong influence of their L2 learning experience, the most influential factors in the construction of self-systems were fundamentally different. While Serbian students construct their motivational self-systems on the basis of their ideal L2 selves, Thai students shape their motivational self-systems on the basis of ought-to L2 self. This difference points to the overall teaching approaches adopted in the investigated settings, where in Serbia learning experience is guided by the communicative approach to language teaching, while the Thai learning experience rests on a teacher-centred approach shaped by the collectivist cultural orientation.

Revisiting the Factors Influencing Teaching Choice Framework: Exploring What Fits with Virtual Teaching

2021 ◽  
pp. 097215092110153
Author(s):  
Sudhir Rana ◽  
Amit Kumar Singh ◽  
Shubham Singhania ◽  
Shubhangi Verma ◽  
Moon Moon Haque
Keyword(s):  
Higher Education ◽  
Technological Development ◽  
Learning Experience ◽  
New Technology ◽  
Business Management ◽  
Teaching Efficacy ◽  
Influential Factors ◽  
Cross Sectional ◽  
Factors Influencing ◽  
Virtual Teaching

The present study revisits the Factors Influencing Teaching Choice (FIT-Choice) framework and explores what motivates business management academicians in teaching virtually. The revisit is based on a quantitative cross-sectional research design using 256 responses collected from in-service business management academicians teaching post-graduate business courses in India, through a structured questionnaire. The exercise of revisiting the FIT-Choice framework in the context of virtual teaching in business management courses led us to find four new variables, that is, task demand and expert career, teaching efficacy, knowledge assimilation and institutional utility value, as well as suggest revising teaching and learning experience, task returns and values. The results reveal that some additional factors motivating business academicians are teaching efficacy, content expertise, learning of new technology, futuristic growth and opportunities, alternative career opportunities and personal branding. The study provides suggestions to the apex bodies, regulators of higher education and institutions to take a call on motivational and influential factors while drafting the job requirements in business schools. Finally, the study emphasizes the importance of infrastructural and technological development required to be achieved by higher education institutions.

Thai Students' Experiences of Online Learning at Indonesian Universities in the Time of the COVID-19 Pandemic

2020 ◽  
Vol 10 (S3) ◽  
pp. 58-74
Author(s):  
Sandi Ferdiansyah ◽  
Supiastutik ◽  
Ria Angin
Keyword(s):  
Online Learning ◽  
International Students ◽  
Undergraduate Students ◽  
Emotional Support ◽  
Learning Experience ◽  
Learning Motivation ◽  
Learning Needs ◽  
Important Data ◽  
Thematic Content Analysis ◽  
Thai Students

The present interview study reports on eight Thai undergraduate students’ experiences of online learning at three different Indonesian universities based in East Java, Indonesia. Semi-structured interviewing was designed based on the sociocultural framework proposed by Ma (2017) to elucidate the students’ voices of online learning experience. The data garnered from online interviewing were transcribed and interpreted using thematic content analysis. The study elicits three important data themes: the agility of the student participants to adapt online learning to suit their learning needs, the participants’ strategies to build learning autonomy, and the participants’ ability to sustain their learning motivation. This study stresses the important roles of such other agents as teachers, parents, and friends in providing international students with mental and emotional support to help them get through COVID-19 affected online learning.

scholarly journals Editorial

2019 ◽  
Vol 9 (1) ◽  
pp. 13-17 ◽  
Author(s):  
Kata Csizér ◽  
Csaba Kálmán
Keyword(s):  
Possible Selves ◽  
Learning Experience ◽  
The Other ◽  
L2 Motivation ◽  
L2 Motivational Self System ◽  
L2 Learning ◽  
Relative Neglect ◽  
To Come ◽  
The One ◽  
Possible Selves Theory

Due to the emergence of the self in foreign/second language (L2) motivation theory and research following the introduction of the L2 Motivational Self System (L2MSS) (Dörnyei, 2005, 2009), the past decade has witnessed a surge of attention devoted to the two self dimensions: the Ideal L2 Self, and the Ought-to L2 self of the model (Boo, Dörnyei, & Ryan, 2015). The third core component, however, the L2 Learning Experience has become undeservedly marginalized. We think that such relative neglect has been brought about by two phenomena. On the one hand, the L2 Learning Experience, has so far been underconceptualized, and, as such, its intangible, amorphous nature has undermined its applicability in research on a similar scale that a more elaborate theorization of the other two future self-guides has enabled. On the other hand, by incorporating Markus and Nurius’ (1986) possible selves theory into L2 motivation research, Dörnyei was able to import adaptable and novel concepts to the field, which set the course of the research agenda for years to come.

Cultural Orientation Differences and Their Implications for Online Learning Satisfaction

2018 ◽  
pp. 494-539
Author(s):  
Moussa Tankari
Keyword(s):  
Online Learning ◽  
Cultural Differences ◽  
Learning Experience ◽  
Cultural Orientation ◽  
Future Research ◽  
Sociocultural Learning Theory ◽  
Sociocultural Learning ◽  
Learning Satisfaction ◽  
Level Of Satisfaction ◽  
Micro Level

The purpose of this chapter, which uses sociocultural learning theory as its framework and a mixed-methods study design, is to understand the differences between personal culture orientation and online learning satisfaction by examining culture at the macro and micro level in an online learning environment. More specifically, this chapter examines the cultural orientation differences among graduate students enrolled in at least one online course in the fall of 2011 at a Western institution of higher education and how these cultural differences impact their level of satisfaction with online learning. Both quantitative and qualitative data is collected, respectively, via surveys, and interviews indicate that, although culture does not directly affect satisfaction, there is a need to raise awareness about the critical factors that may affect online learning experience and to provide guidance for practice and future research.

The Influential Factors of CSR and the Future of CSR in China

2018 ◽  
Vol 8 (2) ◽  
pp. 12-31 ◽  
Author(s):  
Xiaokang Li ◽  
Victor Chang
Keyword(s):  
Social Responsibility ◽  
Strong Influence ◽  
Influential Factors ◽  
External Factors ◽  
Legal Environment ◽  
Export Intensity ◽  
Chinese Enterprises ◽  
Financial Status ◽  
Innovation Capacity

This article conducts statistical analysis on the level of social responsibility of Chinese enterprises and the internal, and the external factors which influence it. The factors include the scale of enterprises, innovation capacity, export intensity, financial performance, product competitive, government intervention, and legal environment, etc. The results show that those factors, such as export behavior, innovation capacity and financial status have strong influence on the level of companies' social responsibility. Based on those results, there are some suggestions to improve the CSR in China to make citizens' quality of life better.

Type Justified

2011 ◽  
pp. 974-979
Author(s):  
Anna Szabados ◽  
Nishikant Sonwalkar
Keyword(s):  
Online Education ◽  
Learning Experience ◽  
Classroom Engagement ◽  
Teaching Approaches ◽  
Present Text

There is growing global need for quality online education with increased classroom engagement and student-focused teaching approaches. The present text-heavy approach dominating online education is wholly unsatisfactory as a learning experience.

Learning to Teach and Teaching to Learn

2022 ◽  
pp. 207-223
Author(s):  
Kimy Liu ◽  
Debra Bukko
Keyword(s):  
Preservice Teachers ◽  
Teacher Preparation ◽  
Transformative Learning ◽  
Professional Identity ◽  
Students With Disabilities ◽  
English Learners ◽  
Learning Experience ◽  
The Other ◽  
Teaching Skills ◽  
Teaching Approaches

Preservice teachers are developing their professional identity while honing their teaching skills. Without transformative learning experience, preservice teachers will teach students the ways they were taught. They can have exclusive and deficit mindsets about students with disabilities (SWDs), many of whom are also English learners. Exclusive and deficit mindsets can lead to two teaching approaches: One is to treat SWDs as inferior to their typical peers. The other is to insist on standardized instruction for the sake of equality. In this chapter, the authors, as the teacher preparation faculty, confronted this challenge by engineering a transformative learning experience to liberate preservice teachers from the deficit mindsets about teaching students with disabilities.

scholarly journals Strengthening the visions of students as proficient L2 speakers: A teaching proposal for the EFL classroom

2019 ◽  
Vol 1 (2) ◽  
pp. 51-60
Author(s):  
Aranzazu García Pinar
Keyword(s):  
Foreign Language ◽  
Learning Experience ◽  
Ideal Self ◽  
Self Image ◽  
Future State ◽  
L2 Motivational Self System ◽  
Language Classroom ◽  
L2 Learning ◽  
Ideal L2 Self ◽  
The Ideal

Over the past ten years, research on second language motivation has been dominated by Dörnyei’s influential motivational paradigm, the L2 Motivational Self System. This theoretical construct is comprised of the ideal L2 self, the ought-to L2 self and the L2 learning experience. Students’ imagined visualisations are central components in this theory, as this holds that students who have an explicit ideal self-image with an L2 component are more likely to be motivated to learn a language than other students that have not established a desired future state goal for themselves. To enhance students’ future-self-images, L2 lecturers can create adequate L2 learning experiences, where methodologies and materials fit in with the students’ needs, and where their visions as proficient users of the L2 are regularly sustained and strengthened by productive and realistic tasks. This article offers a teaching proposal that uses multimodal TED conferences as classroom artefacts to embolden students in the foreign language classroom to speak in public. These students might, if able to visualise their desired language selves portrayed in TED speakers, be motivated to spread their ideas worth spreading.

scholarly journals Towards a better understanding of the L2 Learning Experience, the Cinderella of the L2 Motivational Self System

2019 ◽  
Vol 9 (1) ◽  
pp. 19-30 ◽  
Author(s):  
Zoltán Dörnyei
Keyword(s):  
Language Learning ◽  
Learning Experience ◽  
Strong Predictor ◽  
Empirical Studies ◽  
Motivated Behavior ◽  
L2 Motivational Self System ◽  
L2 Learning ◽  
Main Dimension ◽  
Self System

The theoretical emphasis within the L2 Motivational Self System has typically been on the two future self-guides representing possible (ideal and ought-to) selves, leaving the third main dimension of the construct, the L2 Learning Experience, somewhat undertheorized. Yet, this third component is not secondary in importance, as evidenced by empirical studies that consistently indicate that the L2 Learning Experience is not only a strong predictor of various criterion measures but is often the most powerful predictor of motivated behavior. This paper begins with an analysis of possible reasons for this neglect and then draws on the notion of student engagement in educational psychology to offer a theoretical framework for the concept. It is proposed that the L2 Learning Experience may be defined as the perceived quality of the learners’ engagement with various aspects of the language learning process.

scholarly journals Exploring the L2 Motivational Self System in Spain: Study Design and Preliminary Findings

2019 ◽  
Vol 17 ◽  
pp. 43
Author(s):  
Imelda Katherine Brady
Keyword(s):  
Learning Experience ◽  
Negative Relationship ◽  
Compulsory Education ◽  
Diverse Range ◽  
L2 Motivational Self System ◽  
Spanish Study ◽  
L2 Learning ◽  
Ideal L2 Self ◽  
The Ideal ◽  
Self System

This paper details the design and validation of a Motivational Factors Questionnaire (MFQ) used to explore the L2 Motivational Self System (L2MSS) (Dörnyei 2009) of over 500 Spanish learners of English. The mixed methods Spanish study was a partial replica of Ryan (2009) in Japan and Taguchi, Magid and Papi (2009) in Asia. The final validated version of the MFQ we present here thus contains 67 items comprising 13 psychometric scales targeting the ideal L2 self, the ought L2 self, as well as a diverse range of goal-related and affective motivational variables. We were able to confirm that the ideal L2 self is a relevant construct for the sample although the ought L2 self emerged as having a negative relationship with L2 learning. The L2 learning experience was explored in this study from the perspective of past L2 learning in compulsory education and we ascertained somewhat negative opinions in this regard.

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