The L2 Motivational Self System and L2 Achievement: A Study of Saudi EFL Learners

By C. Moskovsky, Turki Assulaimani, Silvia Racheva, J. Harkins. 2016

191 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/2063df9f55871aea166940c79be65c57d3efb901

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Kazuya Saito
2. Jean–Marc Dewaele
3. Yo In’nami
4. Ali H. Al-Hoorie
5. Mariko Abe
6. Luke Plonsky
7. Hossein Nassaji
8. Dan Brown

In Language and Linguistics

1. Kazuya Saito
2. Jean–Marc Dewaele
3. Ali H. Al-Hoorie
4. Yo In’nami
5. Mariko Abe
6. Chengchen Li
7. Luke Plonsky
8. Xian Zhang

In Literature and Literary Theory

1. Kazuya Saito
2. Jean–Marc Dewaele
3. Yo In’nami
4. Mariko Abe
5. Chengchen Li
6. Ali H. Al-Hoorie
7. Lawrence Jun Zhang
8. Xian Zhang

Citations in the corpus

• A motivational process model explaining L2 Saudi students’ achievement of English (2019, unknown): “…many Saudi students of English at the university level lack motivation to acquire the knowledge and skills involved in learning English (Al-Maini, 2006; Alrabai, 2016; Alrahaili, 2014; Hamouda, 2012; Moskovsky, Alrabai, Paolini, & Ratcheva, 2013; Moskovsky, Assulaimani, Racheva, & Harkins, 2016).”
• The L2 motivational self system: A meta-analysis (2018, background): “Similarly, Moskovsky et al. (2016) claim that “therein lies the real test for the theory – in the capacity of the self guides to predict L2 achievement” (p. 643; see also Dörnyei & Chan, 2013, p. 454; Dörnyei & Ryan, 2015, p. 101).”
• Motivation, Emotion, Learning Experience, and Second Language Comprehensibility Development in Classroom Settings: A Cross-Sectional and Longitudinal Study (2018, background): “To date, several empirical studies have explored the relationship between EFL students’ motivation and their L2 performance, although no clear link between motivation and achievement has been found to date (e.g., Lamb, 2012; Moskovsky et al., 2016; Papi & Teimouri, 2014).”