Age-Related Differences in the Motivation of Learning English as a Foreign Language: Attitudes, Selves, and Motivated Learning Behavior

By Judit Kormos, Kata Csizér. 2008

426 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/58396a6f61d983b3d287171bd21adc6f177410a4

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Citations in the corpus

A Longitudinal Study on the Impact of CLIL on Affective Factors (2015, background): “This is clearly one of the outcomes of learning English, since English is an international language that ‘is most often used in intercultural encounters’ (Kormos and Csizér 2008: 330).”
TEACHING CHALLENGES IN INDONESIA: MOTIVATING STUDENTS AND TEACHERS' CLASSROOM LANGUAGE (2013, background): “The table shows that students living in the city or cosmopolitan communities seemed to be better motivated in English due to seemingly being a member of international second language speaking communities (Kormos and Csizer, 2008).”
The role of socio-economic factors in motivation to learn English as a foreign language:the case of Chile (2013, methodology): “Previous research on the motivational self-system has mainly focused on the role of parental encouragement as an important social and contextual influence on the motivational self-system (Kormos & Csizér, 2008; Taguchi et al., 2009).”
L2 motivation, anxiety and self-efficacy: The interrelationship of individual variables in the secondary school context (2013, methodology): “This scale was adapted from Ryan (2005); it was piloted by Gálik (2006) for the Hungarian context, and was finalized by Kormos and Csizér (2008).”
English achievement and student motivation in CLIL and EFL settings (2011, background): “Kormos and Csizér (2008) did find that integrativeness was only moderately related to attitudes to English as an international language among Hungarian secondary education students.”
Dynamics of selves and motivation: a cross‐sectional study in the EFL context of Iran (2012, background): “In a study relevant to the present work, Kormos and Csizér (2008) investigated the age-related differences in the motivational characteristics of secondary school, university, and adult learners of English in Hungary.”
The L2 motivational self system: A meta-analysis (2018, background): “As for age, although older learners tend to be more accessible to researchers, it is possible that the dynamics of motivation is different at different ages (Kormos & Csizér, 2008).”