Towards a better understanding of the L2 Learning Experience, the Cinderella of the L2 Motivational Self System
By Z. Dörnyei. Studies in Second Language Learning and Teaching, 2019
342 citations recorded by the source corpus.
The theoretical emphasis within the L2 Motivational Self System has typically been on the two future self-guides representing possible (ideal and ought-to) selves, leaving the third main dimension of the construct, the L2 Learning Experience, somewhat undertheorized. Yet, this third component is not secondary in importance, as evidenced by empirical studies that consistently indicate that the L2 Learning Experience is not only a strong predictor of various criterion measures but is often the most powerful predictor of motivated behavior. This paper begins with an analysis of possible reasons for this neglect and then draws on the notion of student engagement in educational psychology to offer a theoretical framework for the concept. It is proposed that the L2 Learning Experience may be defined as the perceived quality of the learners’ engagement with various aspects of the language learning process.
Subfields: Developmental and Educational Psychology, Language and Linguistics
View Paper: https://www.semanticscholar.org/paper/beec412f9918ea3993ece3bebb23e30b6ee621a5
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
In Language and Linguistics
Citations in the corpus
- Investigating individual trajectories in experiencing boredom in the language classroom: The case of 11 Polish students of English (2020, background): “Although engagement is a multidimensional phenomenon comprising emotions, behaviors and cognitions (Shernoff, 2013), researchers agree that the behavioral aspect is the most reflective of engagement in the classroom (Dörnyei, 2019; Skinner, Furrer, Marchand, & Kindermann, 2008).”