Learning experiences, selves and motivated learning behaviour : a comparative analysis of structural models for Hungarian secondary and university learners of English.

By Kata Csizér, Judit Kormos. 2009

400 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/0792fea903323aa7d2222572b36b2487bdce733d

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Citations in the corpus

Motivation and Vision: An Analysis of Future L2 Self Images, Sensory Styles, and Imagery Capacity Across Two Target Languages (2013, result): “…of the ought-to self that we have found here has been, in fact, also displayed by the majority of past studies in which the ought-to L2 self typically had weaker links with the criterion measures than the ideal L2 self (Csizér & Kormos, 2009; Csizér & Lukács, 2010; Taguchi et al., 2009).”
Language learning motivation, self and identity: current theoretical perspectives (2011, background): “Several large-scale studies have already been undertaken to investigate and validate possible future selves constructs in a variety of L2 learning contexts (Japan, China, Iran, Hungary; see Csizér & Kormos, 2009; Ryan, 2009; Taguchi, Magid, & Papi, 2009).”
The impact of CLIL on affective factors and vocabulary learning (2015, background): “…research studies have been carried out over the past years to test and validate in different learning environments the ‘L2 Motivational Self System’ (e.g. Csizér & Kormos, 2009; Ryan, 2009; Taguchi, Magid, & Papi, 2009), but CLIL has not been considered so far as part of the motivational equation.”
The language-learning self, self-enhancement activities, and self perceptual change (2012, methodology): “Relating the analysis above to Dornyei’s (2005, 2009) L2 Motivational Self System, the first theme more directly relates to the ideal self, the second overlapping between the ideal and ought-to selves, whilst the third, and most apparently influential theme parallels the ought-to self, and the way t”
Motivation, Vision, and Gender: A Survey of Learners of English in China (2016, background): “For example, Taguchi (2013) and Taguchi, Magid, and Papi (2009) referred to it as “Attitudes to learning English,” Kormos, Kiddle, and Csizér (2011) as “L2 learning attitude,” while Csizér and Kormos (2009) used the term “L2 learning experience” and Papi (2010) “English learning experience.”
Examining the impact of L2 English on L3 selves: A case study (2011, background): “Even though the paradigm is relatively new, a surprising number of studies that either make direct use of Dörnyei’s model (e.g. Csizér & Kormos, 2009; Csizér & Lukács, 2010; Ryan, 2009; Taguchi, Magid, & Papi, 2009) or adopt a possible selves approach (Henry, 2010; Kim, 2009; Kubanyiova, 2009;…”
Dynamics of selves and motivation: a cross‐sectional study in the EFL context of Iran (2012, background): “…been obtained for family inﬂuence and instrumentality-prevention, which have been shown to be signiﬁcantly associated with the ought-to L2 self (e.g. Csizér and Kormos 2009; Taguchi et al. 2009) and have consistently emerged as the predictors of the construct for all the groups in the present…”
The dynamic nature of motivation in language learning: A classroom perspective (2012, methodology): “…data about the participants’ motives for learning English; it was based on surveys designed by Ryan (2005), Taguchi, Magid and Papi (2009), and Csizér and Kormos (2009), who fell back upon the theory of L2 motivational self system (Dörnyei, 2009); the items included in the instrument…”
The L2 motivational self system, L2 anxiety, and motivated behavior: A structural equation modeling approach (2010, background): “In the studies mentioned above (Csize´r and Kormos, 2009; Taguchi et al., 2009), this dimension of the L2 motivational self system showed the strongest impact on motivated behavior.”
Towards a better understanding of the L2 Learning Experience, the Cinderella of the L2 Motivational Self System (2019, neutral): “For example, Taguchi (2013) and Taguchi, Magid, and Papi (2009) referred to it as “Attitudes to learning English,” Kormos, Kiddle, and Csizér (2011) as “L2 learning attitude,” while Csizér and Kormos (2009) used the term “L2 learning experience” and Papi (2010) “English learning experience.”
Foreign Language Learning Motivation in Higher Education: A Longitudinal Study of Motivational Changes and Their Causes. (2013, background): “While the Csizér and Lukács (2009) study provides further evidence for the importance of the ideal self for interpreting students’ motivated engagement with learning German, the other two dimensions of the L2 Motivational Self System are again neglected: the ought-to self dimension was included in t”