8. Motivation and Vision: The Relation Between the Ideal L2 Self, Imagination and Visual Style
By A. Al-Shehri. 2009
176 citations recorded by the source corpus.
Subfields: Experimental and Cognitive Psychology
View Paper: https://www.semanticscholar.org/paper/895e2caca195ee9e6bdd3bdaa38985a81bd66aba
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In Experimental and Cognitive Psychology
Citations in the corpus
- Motivation, Vision, and Gender: A Survey of Learners of English in China (2016, background): “, Al-Shehri, 2009; Dörnyei & Chan, 2013; Kim, 2009; Kim & Kim, 2011). The findings confirm that L2 motivation is associated with salient imagery/visualization aspects (such as visual/auditory sensory styles, imagination, and imagery capacity/skills); this was further corroborated by You and Chan’s (”
- The L2 motivational self system: A meta-analysis (2018, background): “…Intended effort Al-Hoorie (2016) 311 English University Male M. East Mixed Alshahrani (2016) 397 English University Male M. East Intended effort Al-Shehri (2009) 200 English Mixed Mixed M. East Intended effort Asker (2011) 126 English Secondary Mixed M. East Intended effort Busse (2013) 94…”
- The L2 motivational self system, L2 anxiety, and motivated behavior: A structural equation modeling approach (2010, background): “…As shown by several recent studies, the L2 motivational self system is widely applicable across different linguistic and cultural settings (e.g., Al-Shehri, 2009; Csize´r and Kormos, 2009; Ryan, 2009; Taguchi et al., 2009); justifiable at the current age of globalization and in the light of…”
- Foreign Language Learning Motivation in Higher Education: A Longitudinal Study of Motivational Changes and Their Causes. (2013, background): “83 Al-Shehri’s (2009) study reveals that students’ visual learning style and their capacity for imagination is related to a pronounced ideal L2 self. In a two-phase crosssectional study with 200 Arab students of English in England and Saudi Arabia, Shehri found that a preference for visual learning ”
- Dynamics of selves and motivation: a cross‐sectional study in the EFL context of Iran (2012, background): “Several studies have recently been conducted to specifically test and validate the L2 motivational self system (e.g. Al-Shehri Al-Shehri 2009; Csizér and Kormos 2009; Ryan 2009; Taguchi, Magid and Papi 2009; Papi 2010), and all have strongly confirmed the validity of the proposed framework.”
- The motivational dimension of language teaching (2017, background): “Teachers also need to be aware of research suggesting that individual learners may have different capacities for L2 self-imagery (Al-Shehri 2009; Dörnyei & Chan 2013).”
- Motivating English learners by helping them visualise their Ideal L2 Self: lessons from two motivational programmes (2012, background): “…and Ushioda 2009, Dörnyei and Ushioda 2011, and especially Dörnyei 2009), which has been widely tested and validated in a number of different countries such as Hungary, Saudi Arabia, China, Japan and Iran (Al-Shehri 2009; Csizér and Kormos 2009; Ryan 2009; Taguchi, Magid, and Papi 2009).”
- Motivation and Vision: An Analysis of Future L2 Self Images, Sensory Styles, and Imagery Capacity Across Two Target Languages (2013, background): “First, a pilot study by Al-Shehri (2009), based on his master’s research conducted at Nottingham University, yielded some promising results in this respect.”
- Teacher Motivational Practice, Student Motivation, and Possible L2 Selves: An Examination in the Iranian EFL Context (2012, result): “Current studies show that unlike the previous models, the L2 Motivational Self System (a) transcends national and culture-specific boundaries (e.g., Al-Shehri, 2009; Csiz´er & Kormos, 2009; Ryan, 2009; Taguchi, Magid, & Papi, 2009); (b) is sufficiently compatible with the emerging conceptualizations…”