Language learning motivation, self and identity: current theoretical perspectives

By E. Ushioda. 2011

387 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/f0d9b83b39f7f38448236babcae0dfa6ccff2949

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Citations in the corpus

The impact of online use of English on motivation to learn (2020, background): “…accrues from successful L2 communication (see previous point), partly through the opportunities that online platforms provide ‘to [try] out new and alternative identities and modes of self-presentation [without posing] a threat to students’ real-world identities and private selves’ (Ushioda, 2011).”
The incorporation of flipped learning into conventional classes to enhance EFL learners’ L2 speaking, L2 listening, and engagement (2019, background): “Additionally, Ushioda (2011) contends that when students are given the freedom to choose learning materials and contents based on their interests, motivation for learning is enhanced and language development occurs.”
Sixty Years of Language Motivation Research (2017, background): “Drawing from earlier work (K. Richards, 2006; Zimmerman, 1998), Ushioda (2011) argues that technology can be used to harness the learners’ transportable identities.”
Towards a better understanding of the L2 Learning Experience, the Cinderella of the L2 Motivational Self System (2019, neutral): “In a theoretical overview of language learning motivation, self and identity, Ushioda (2011) highlighted the fact that currently we lack a sufficiently robust theoretical framework to link the situated processes associated with the L2 Learning Experience with the future-oriented dimension of…”
The L2 motivational self system: A meta-analysis (2018, background): “Beyond that, very little work has been done to clarify the role of such executive motives or the mechanisms that underlie their causal effect, making it the least theorized construct in the L2MSS (Ushioda, 2011, p. 201).”
The motivational dimension of language teaching (2017, background): “Block (2007), Kramsch (2009), Norton & Toohey (2011) and others have stressed the potential of digital technologies for ‘trying out new and alternative identities and modes of selfpresentation . . . without posing a threat to students’ real-world identities and private selves’ (Ushioda 2011b: 207).”
Examining the impact of flipped classroom on writing complexity, accuracy, and fluency: a case of EFL students (2020, background): “Following Ushioda (2011), if students themselves select the learning material based on their own interests, they may be highly motivated in the activities and their learning might be further developed.”
Investment and motivation in language learning: What's the difference? (2021, background): “…only does this view align closely with our own understanding of identity, but Ushioda also acknowledges that because of asymmetrical relations of power, identities ‘can become contested, resisted or denied’ (Ushioda, 2011, p. 202), and that this dynamic can affect participation in the L2 setting.”