A Self System Perspective on Young Adolescents’ Motivation to Learn English in Urban and Rural Settings

By M. Lamb. 2012

410 citations recorded by the source corpus.

Subfields: Education, Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/6349172170348a22aece84291f6ccc8db8062097

How researchers see this paper

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

In Education

1. Z. Dörnyei
2. Ali H. Al-Hoorie
3. Phil Hiver
4. M. Lamb
5. Y. Teimouri
6. Judit Kormos
7. B. Norton
8. Ron Darvin

In Language and Linguistics

1. Ali H. Al-Hoorie
2. Y. Teimouri
3. Mostafa Papi
4. Jean–Marc Dewaele
5. Phil Hiver
6. Z. Dörnyei
7. M. Lamb
8. Judit Kormos

In Literature and Literary Theory

1. Y. Teimouri
2. Ali H. Al-Hoorie
3. Z. Dörnyei
4. Jean–Marc Dewaele
5. Phil Hiver
6. Mostafa Papi
7. Judit Kormos
8. Thom Kiddle

Citations in the corpus

• The L2 motivational self system: A meta-analysis (2018, background): “Characteristics of studies included in the meta-analysis Study Samplesize Target language Learner level Learner gender Context Criterion measure Al Qahtani (2015) 257 English University Mixed M. East Intended effort Al-Hoorie (2016) 311 English University Male M. East Mixed Alshahrani (2016) 397 Eng”
• Sixty Years of Language Motivation Research (2017, background): “For example, Dörnyei (2009a) suggests that L2 self-guides might not be appropriate for presecondary learners (see also Lamb, 2012), but there is “virtual absence” (Boo et al., 2015, p. 156) of systematic research into the motivation of younger learners.”
• The impact of online use of English on motivation to learn (2020, methodology): “There is also a high correlation between the ‘ideal L2 self’ and ‘attitudes to class learning’, as has been found previously in Indonesia (Lamb, 2012).”
• Directed Motivational Currents: Using vision to create effective motivational pathways (2013, background): “Numerous studies have confirmed the validity of the model since it was first introduced (cf. e.g. the papers in Dörnyei & Ushioda, 2009, as well as Busse, 2013; Csizér & Lukács, 2010; Henry, 2009, 2010, 2011; Hiver, 2013; Islam, Lamb, & Chambers, 2013; Kormos, Kiddle, & Csizér, 2011; Lamb, 2012; Mag”
• L2 SELVES, EMOTIONS, AND MOTIVATED BEHAVIORS (2016, background): “Other researchers, nonetheless, have questioned the construct validity of the ought-to L2 self, and have called for its reformulation (e.g., Dörnyei & Chan, 2013; Lamb, 2012).”
• Motivation, Emotion, Learning Experience, and Second Language Comprehensibility Development in Classroom Settings: A Cross-Sectional and Longitudinal Study (2018, background): “strong relationships with L2 learners’ motivated behaviours (Kormos, Kiddle, & Csizér, 2011; Taguchi, Magid, & Papi, 2009); however, the associations between the Ought-to Self and L2 learners’ behaviours remain unclear (e.g., Lamb, 2012; Csizér & Kormos, 2009).”
• Towards a better understanding of the L2 Learning Experience, the Cinderella of the L2 Motivational Self System (2019, positive): “Curiously, while the theoretical limelight has been on the future self-guides, empirical findings obtained through the application of the L2 Motivational Self System have consistently indicated that the L2 Learning Experience was a strong predictor of various criterion measures such as intended lear”
• ACADEMIC BUOYANCY (2018, positive): “91), primarily because of the ideal L2 self’s strong association with intended effort (e.g., Al-Hoorie, 2016a, 2016b, 2017; Dörnyei & Chan, 2013; Lamb, 2012; Moskovsky, Assulaimani, Racheva, & Harkins, 2016).”
• The role of socio-economic factors in motivation to learn English as a foreign language:the case of Chile (2013, positive): “The study of language learning motivation in different social-contexts is also necessary to reveal whether the oft-reported lack of motivation among students in under-privileged contexts is the result of inappropriate educational provision (Lamb, 2012).”