Motivation Across the Language-learning Career: A Double Case Study

Relay Journal ◽  
2019 ◽  
pp. 374-384
Author(s):  
Henry Foster
Keyword(s):  
Language Learning ◽  
Possible Selves ◽  
Self Regulation ◽  
Self Awareness ◽  
Contextual Influences ◽  
Structured Interviews ◽  
Learner Motivation ◽  
Interpretive Analysis ◽  
Trends Over Time

Motivation is a dynamic variable that changes temporally and in response to a myriad of factors internal and external to the learner. Qualitative, self-narrative data can provide insight into learner motivation and the contextual influences that act upon it. The present study investigates the motivational trends over time of two EFL learners, with a focus on the roles of possible selves. Data derived from language learning histories and semi-structured interviews was subjected to thematic and interpretive analysis. Findings indicate the importance to learner motivation of factors beyond the classroom and the teacher’s reach, emphasizing the need to foster learner autonomy, self-regulation and self-awareness.

FOSTERING STUDENTS’ EXPERIENCES IN ENGLISH WRITING WITH MICROBLOGGING IN TWITTER

2019 ◽  
Vol 13 (2) ◽  
pp. 113
Author(s):  
Pham Thi Thu Hien
Keyword(s):  
Qualitative Research ◽  
Language Learning ◽  
Research Design ◽  
Research Methodology ◽  
Learning Tools ◽  
Structured Interviews ◽  
English Writing ◽  
Qualitative Research Methodology

Twitter and Microblogging are two separate entities but completes each other. Both of them can be used as language learning tools and their potential has been proved by several scholars. This study tries to examine students’ experiences in integrating microblogging with twitter. It is also study about the beneficial roles of microblogging with Twitter in language learning, its relation to writing, and its appropriateness in language learning. This study employs a qualitative research methodology, and case study as its research design. Semi-structured interviews and questionnaires were employed in this study to find out about participants' views about microblogging and Twitter. From this study, it can be concluded that the participants of the study underwent various experiences during the implementation of microblogging with Twitter. They also felt that microblogging with Twitter at some point advantages them to systematically arrange their ideas, and allows them to choose appropriate diction of their ideas. They also stated that Twitter can be an appropriate means in language learning, especially in English writing<em>.</em>

scholarly journals A Qualitative Exploration of Individual Differences in Wellbeing for Highly Sensitive Individuals

2019 ◽  
Author(s):  
Becky Black ◽  
Margaret L. Kern
Keyword(s):  
Social Norms ◽  
Positive Emotions ◽  
Negative Emotion ◽  
Self Regulation ◽  
Self Awareness ◽  
Structured Interviews ◽  
Lay Conceptions ◽  
Self Compassion ◽  
Highly Sensitive ◽  
Qualitative Exploration

Cultures explicitly and implicitly create and reinforce social norms and expectations, which impact upon how individuals make sense of and experience their place within that culture. Substantial differences in research findings across a range of behavioral and cognitive indices can be seen between what have been called ‘Western, Educated, Industrialized, Rich, and Democratic (WEIRD)’ societies, and non-WEIRD cultures. Indeed, lay conceptions and social norms around wellbeing tend to emphasize social outgoingness and high-arousal positive emotions, with introversion and negative emotion looked down upon or even pathologized. However, this extravert-centric conception of wellbeing does not fit many individuals who live within WEIRD societies, and studies find that this mismatch can have detrimental effects on their wellbeing. There is a need to better understand how happiness is created and experienced by the large number of people for whom wellbeing manifests in alternative ways. This study investigated one such manifestation – the personality trait of Sensory Processing Sensitivity (SPS) – qualitatively investigating how sensitive individuals experience and cultivate wellbeing within a WEIRD society. Twelve adults participated in semi-structured interviews. Findings suggest that highly sensitive individuals perceive that wellbeing arises from harmony across multiple dimensions. Interviewees emphasized the value of low-intensity positive emotion, self-awareness, self-acceptance, positive social relationships balanced by times of solitude, connecting with nature, contemplative practices, emotional self-regulation, practicing self-compassion, having a sense of meaning, and hope/optimism. Barriers of wellbeing included physical health issues and challenges with saying no to others. This study provides a richer idiographic representation of SPS wellbeing, highlighting diverse pathways which can lead to wellbeing for individuals for whom wellbeing manifests in ways that contradict the broader social narratives in which they reside.

The importance of the self: using online diaries in the EFL classroom

2021 ◽  
Vol 11 (2) ◽  
pp. 395-412
Author(s):  
Micòl Beseghi
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Expressive Writing ◽  
English Language ◽  
Self Regulation ◽  
Foreign Language Learning ◽  
Learner Autonomy ◽  
Self Awareness ◽  
Final Questionnaire ◽  
Diary Writing

Abstract Learner journals, diaries, and logs have been used in a variety of learning contexts, including foreign language learning. This paper investigates how diary writing can be used in the EFL classroom to encourage students to express their identities through the language they are learning; it is also a way of supporting them in their quest for greater autonomy, with a view to exploring the interconnections between learner autonomy, learner self (L2 self), and learner emotions. More specifically, it will be shown how reflective writing – in the form of online diaries – can offer learners an important tool to explore their thoughts and emotions and reflect on their identity as learners and users of English. Moreover, diaries are a qualitative research tool for teachers and scholars, who can examine metacognitive and affective aspects of language learning. The paper reports a study conducted within a university English Language course, in which the students were encouraged to keep a reflective online diary throughout a semester. The analysis of their personal and expressive writing has shed light on their need to speak as themselves, not just as language learners, and to explore their emotions, both positive and negative. A final questionnaire has revealed that the students were generally positive about the activity, highlighting its usefulness in terms of learner autonomy, self-awareness, and self-regulation.

All We Need is a Boost! Using Multimodal Tools and the Translanguaging Strategy

2020 ◽  
Vol 10 (3) ◽  
pp. 28-47
Author(s):  
María Catalina Caro Torres ◽  
Yuri Natali Sarmiento Salamanca ◽  
Jennyfer Paola Camargo Cely ◽  
Jose Leonardo Bautista Aguilar
Keyword(s):  
Language Learning ◽  
Mother Tongue ◽  
Self Regulation ◽  
Private University ◽  
Learning Support ◽  
Oral Performance ◽  
Course Of Action ◽  
Ict Tools ◽  
Performance Development

This article reports a qualitative case study about the implementation of a translanguaging strategy with EFL learners belonging to the Language Learning Support programs at a private university, who struggled when speaking in English. In order to address this problem, this strategy aim to help participants to reflect and self-direct their oral performance development. Multimodal tools were used for learners to undertake a specific course of action to cope with their speaking difficulties. Data gathered from tutor's journals, student's e-portfolio and interviews, showed how confidence and self-regulation were fostered after including student's mother tongue and ICT tools. These findings suggest a need to expand this implementation with learners of different proficiency levels who also find it difficult to verbally express their ideas. Moreover, it takes a look at the use of the mother tongue as an advantage rather than as an obstacle to learning a foreign language.

scholarly journals WAQF ACCOUNTABILITY FROM THE STAKEHOLDER SALIENCE THEORY: A CASE STUDY

2016 ◽  
Vol 2 (1) ◽  
pp. 1-40 ◽  
Author(s):  
Hidayatul Ihsan ◽  
Maliah Sulaiman ◽  
Norhayati Mohd Alwi ◽  
Muhammad Akhyar Adnan
Keyword(s):  
Data Collection ◽  
Performance Assessment ◽  
Self Regulation ◽  
Stakeholder Salience ◽  
Structured Interviews ◽  
Multiple Stakeholders ◽  
Interpretive Case Study ◽  
Stakeholder Salience Theory

This study aims to address the issue of accountability in a waqf institution. Specifically, the focus of this study is to shed more light on how the mutawalli (waqf trustee) discharges accountability in managing waqf. In so doing, an interpretive case study in one Indonesian waqf institution, that is, Dompet Dhuafa (DD), was undertaken. The data were obtained through semi-structured interviews. Other sources of data collection techniques employed along with the interviews include observations and document reviews.  Furthermore, this study uses the accountability mechanisms as the conceptual lens. The accountability mechanisms consist of disclosure statements and reports, performance assessment, participation, self-regulation and social auditing. In addition to the accountability mechanims, the stakeholder salience theory is also used to understand how the mutawalli shows accountability to multiple stakeholders. The findings of this study reveal that although DD recognizes the salient nature of its stakeholders, it does not prevent the mutawalli from showing accountability to all stakeholders. The mutawalli is of the view that accountability is not limited to accounting and reporting. Moreover, the mutawalli believes that showing accountability to different groups of stakeholder requires different mechanisms of accountability. As such, this study concludes that DD’s commitment to accountability is proven through its effort to deal with stakeholder salience. Keywords:  Waqf, accountability, accountability mechanisms, stakeholder salienceJEL Classification: L31, M49, N35

scholarly journals The use of Self-regulated Language Learning Strategies Among Vietnamese English-majored Freshmen: A Case Study

2020 ◽  
Vol 36 (1) ◽  
Author(s):  
Tran Quoc Thao ◽  
Nguyen Chau Hoang Long
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Self Regulation ◽  
Foreign Language Learning ◽  
Vital Role ◽  
Language Learning Strategies ◽  
Efl Learners

Self-regulation of learning plays a vital role in improving second/foreign language learning as it can encourage the development of autonomous learners. It is seen that, nevertheless, ESL/EFL learners in different contexts are not fully aware of the importance of self-regulated language learning (SRLL) strategies in their English language learning. The present study, therefore, aims at investigating the use of SRLL strategies by English-majored students at a university in Bac Lieu province, Vietnam. This study involved 100 English-majored freshmen in answering a closed-ended questionnaire. The results showed that students sometimes used SRLL strategies, and they used SRLL strategies for keeping and monitoring records and seeking social assistance more often than for other purposes. The findings imply that students lacked knowledge of how to use SRLL strategies and get engaged in using SRLL strategies. This study recommends that students’ awareness of SRLL strategies should be seriously taken into account in order to facilitate their learner autonomy.

scholarly journals The Motivations of Learning Foreign Languages: A Descriptive Case Study of Polyglots

2021 ◽  
Author(s):  
Noprival Noprival ◽  
Zainal Rafli ◽  
Nuruddin Nuruddin
Keyword(s):  
Social Interaction ◽  
Language Learning ◽  
Language Ability ◽  
Foreign Languages ◽  
Structured Interviews ◽  
Descriptive Case Study ◽  
Motivation For Learning ◽  
Social Intercourse

Polyglots are extraordinary people in terms of language ability. Therefore, it is interesting to academically explore their motivations for learning several languages. This research is novel compared to previous studies because scant extant research exists of polyglots’ motivation for learning several languages. To this end, researchers collected data from semi structured interviews obtained from five informants. The method that we used was a descriptive case study. Findings showed that the polyglots’ motivation for learning multiple foreign languages were (a) pleasure, (b) social intercourse, (c) professional purposes, and (d) academic purposes. Mostly, the previous research revealed that motivation for people learning foreign languages were for social interaction, professional reasons, and academic purposes. Meanwhile, the motivation of polyglots for learning many languages besides those three motivations was for pleasure. This is the key point behind their commitment to sustainable multiple language learning.

scholarly journals Yemeni EFL Learners’ Identity Conflicts: An Exploratory Case Study

2019 ◽  
Vol 9 (3) ◽  
pp. 268
Author(s):  
Rais Ahmed Attamimi ◽  
Nasser Omer M. Al-Tamimi ◽  
Jon Andrew Chittick
Keyword(s):  
Language Learning ◽  
English Language ◽  
Case Study Research ◽  
Sampling Technique ◽  
Target Language ◽  
Structured Interviews ◽  
Exploratory Case Study ◽  
Identity Conflicts ◽  
High Level

The importance of the concept of &ldquo;identity&rdquo; in the context of language learning is unassailable. Stemming from this premise, the current study is intended to explore the identity conflicts of a group of Yemeni learners who were studying English, as well as the techniques and strategies used to mitigate and/or lessen the conflicts between their actual identity and the identity associated with the target language, i.e., English. This research project used a qualitative exploratory case study research design with a sample of 20 students who were requested to write their journal diaries. Following that, semi-structured interviews were conducted using the double-sampling technique to select 10 of the previously sampled students who were proven to have written the most stimulating and intriguing journal entries. From the results of the study, tangible identity conflicts between the Yemeni culture and society at large and the implied behaviors and conventions accompanying the intensive study of the English language became apparent. The students exhibit a high level of motivation and they also exert their efforts using different techniques and strategies to excel at the learning and/or acquisition of the speaking skill of the English language. These conflicts may be consciously or subconsciously realized by the language learners, but what has been proven is that their attitudes, motivation and general inclinations towards the goal of speaking with a native or a native-like accent are unquestionably genuine. Lastly, the study suggested or recommended a revamp of the current textbooks giving teachers more training sessions in order to improve their individual repertoire, as well as a higher degree of awareness upon the part of the Yemeni society at large that these conflicts can interfere with the strong motivations, both aspirational and actual, to achieve the learning outcomes of the nation&rsquo;s most promising future leaders and pioneers.

scholarly journals An Analysis of the English Class Discourse in the Iranian High Schools

2016 ◽  
Author(s):  
Reza Khany ◽  
Saeedeh Mohammadi
Keyword(s):  
High School ◽  
Language Learning ◽  
Second Language Learning ◽  
Structured Interviews ◽  
High School English ◽  
Dialogic Discourse ◽  
English Class ◽  
Interactive Strategies ◽  
Students Success

One of the decisive factors of students’ success in second language learning is employing interactive strategies related to Bakhtin’s notion of dialogic discourse. Following Bakhtin’s conceptualization of discourse (1981), monologic and dialogic patterns can be considered as the opposing ends of the teacher’s discourse continuum. Given this, the current research intended to find out whether the Iranian high school teachers maintain a monologic discourse in their classes or a dialogic one. To accomplish this goal, a comprehensive exploration of the related literature carried out to identify the features differentiating monologic and dialogic discourse, which proved to be around thirteen. Afterwards, based upon the enumerated characteristics of the two discourse patterns, structured interviews were conducted with ten high school English teachers. Moreover, one case study was conducted to boost the reliability of interview’s findings in which a teacher’s classes were observed, video-taped, transcribed, and analyzed for recognizing the type of discourse pattern used by the teacher. The analysis of the findings from both interviews and the case study using grounded theory and conversation analysis revealed that the teachers used a monologic discourse pattern in their classes. Implications are provided in terms of the Iranian EFL context.

scholarly journals Towards an Understanding of the Influence of National Culture on Organizational Viability: An Exploratory Study

2017 ◽  
Vol 7 (1) ◽  
pp. 20-38
Author(s):  
Bankole O. Awuzie ◽  
◽  
Peter McDermott ◽  
Keyword(s):  
Qualitative Research ◽  
National Culture ◽  
Exploratory Study ◽  
Self Regulation ◽  
Project Managers ◽  
Project Delivery ◽  
Structured Interviews ◽  
Qualitative Research Design ◽  
The United Kingdom

Viability connotes a system’s ability to become ultra-stable through effective self-regulation of its internal processes and information processing among its subsystems. Applying this to an infrastructure delivery system (IDS) context, this study proposes that an IDS can successfully deliver on client requirements only if they attain and maintain viability. Research into the influence of National Culture (NC) on an IDS’s viability appears to be lacking; hence this study. Adopting a multi-case study, qualitative research design, this study explores three IDSs involved in the delivery of infrastructure projects in two different NC contexts; Nigeria and the United Kingdom. 25 semi-structured interviews were conducted across the cases to provide for an in-depth understanding of existing interactions between participants in these delivery systems: client/project sponsor; main contractor and sub-contractors and to understand the influence of the prevailing national culture on such interactions, if any. Findings indicate that NC in project delivery environments influence the ability of IDSs to attain viability, especially as it pertains to the sustenance of Team Quality Attributes (TWQ) within the system. Based on these findings, it is expected that in modelling IDSs for viability, adequate consideration should be given to the prevailing NC by project managers and planners.

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