- Shawer, Saad Fathy, & Gilmore Deanna, Banks-Joseph Susan Rae. (2008). Student cognitive and affective development in the context of classroom-level curriculum development. Journal of the Scholarship of Teaching and Learning, 8, 1-28.
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This qualitative study examined the impact of teacher curriculum approaches (curriculum-transmitter/ curriculum-developer/ curriculummaker) on student cognitive change (reading, writing, speaking, and listening abilities) and their affective change (motivation and interests). This study’s conceptual framework was grounded in teacher curriculum development (Ben-Peretz 1990; Remillard 1999; Craig 2006), curriculum implementation (Snyder, Bolin, and Zumwalt 1992; Randolph, Duffy, and Mattingly 2007), curriculum-making (Clandinin and Connelly 1992; Doyle 1992; Shawer 2003), student cognitive and affective change (Erickson and Schultz 1992; Craig 2001) and social constructivism (Vygotsky 1978; Wells 1999; Terwel 2005). The study made use of the qualitative paradigm at the levels of ontology (multiple curriculum realities, Jackson 1992), epistemology (interaction with rather than detachment from respondents) and methodology (idiographic methodology and instruments) (Guba and Lincoln 1994; Cohen, Manion, and Morrison 2000). Research design involved qualitative evaluation (Clarke 1999) as the research strategy and general interviews, pre- and postlesson interviews, group interviews and participant observation. Grounded theory (Glaser and Strauss 1967; Strauss and Corbin 1998) was the data analysis approach. Based on work with English as a foreign language (EFL) teachers and mixed-nationality college students, the results indicated that classroom-level curriculum development improved student learning and motivation; whilst curriculum-transmission did not result in significant student learning or increase their motivation. The study provides recommendations for curriculum and school development and future research.
关键词：Effective learning; motivation; classroom-level curriculum development; cognitive styles and strategies; constructivism
- Borthwick, K. & Gallagher-Brett, A. (2014). 'Inspiration, ideas, encouragement': teacher development and improved use of technology in language teaching through open educational practice. Computer Assisted Language Learning, 27(2), 163-183.
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摘要：This paper describes a study undertaken with language tutors who were engaged in a project to publish and create open educational resources. We sought to investigate how far working with open content could offer language tutors opportunities to develop professionally and acquire new technical knowledge for language teaching. Language educators face particular motivational challenges, and often have a lack of training in the use of technology for teaching. We applied a self-efficacy theory of motivation to understand the extent to which tutors felt confident and capable about open practice, and whether they perceived development benefits. On the whole our findings suggest that open practice may be an effective vehicle for professional development, for enhancing knowledge of technology in teaching and for alleviating some specific motivational barriers faced by language educators. However, they also revealed significant issues which challenge tutors' likelihood of continuing with open practice, which would need to be addressed for the benefits of open working to be fully realised. Adapted from the source document
关键词：applied linguistics, non-native language instruction languages other than English, Teacher Education, Second Language Instruction, Second Language Teachers, Computer Assisted Language Learning, Motivation
- 张琳、杨晓冬，2014，《大学生英语学习动机与自我认同发展》介评[J]，《外语研究》（02）：109-111。
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摘要：<正>《大学生英语学习动机与自我认同发展——四年五校跟踪研究》,高一虹等著,北京:高等教育出版社,2013年。1.引言动机(motivation)与认同(identity)是社会学、社会心理学和社会语言学等多学科共同关注的研究课题。从语言习得的角度来看,语言学习动机是学习者社会心理的重要组成因素,是在学习者与情境的互动中不断建构发展的;而语言作为一种文化的世界观,也参与学习者的自我认
关键词：英语学习动机, motivation, 语言习得, 社会语言学, 动机类型, 大学英语教育, 重要组成因素, 工具型动机, 学习者因素, 英语专业,
- Huang, Shu-Chen. (2012). Pushing learners to work through tests and marks: Motivating or demotivating? A case in a Taiwanese university. Language Assessment Quarterly, 9, 60-77.
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摘要：This study focused on the interface between classroom assessment and learning motivation, in particular, whether and how classroom tests and grades motivated student effort. In a university in Taiwan, six English as a Foreign Language teacher interviews were conducted, and 744 student surveys, accompanied by 289 more detailed written opinions, were gathered and analyzed. It was found that teacher considerations in designing classroom tests and assigning nontest grades were associated with intentions to ensure student efforts. Students were generally alert to grade-related requirements but reacted differently. Many indicated the effectiveness of tests in inducing student effort but felt ambivalent about being pushed to study by tests and grades. Teachers should avoid actually demotivating students when their original aim was to motivate. Adapted from the source document
关键词：applied linguistics, language testing and assessment, applied linguistics, English as a second/foreign language instruction, Second Language Teachers, Motivation, English as a Second Language Instruction, College Students, Higher Education, Taiwan, English as a Second Language Tests, Student Attitudes, Teacher Attitudes
- Vongpumivitch, Viphavee. (2012). Motivating lifelong learning of English? Test takers' perceptions of the success of the General English Proficiency Test. Language Assessment Quarterly, 9, 26-59.
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摘要：The General English Proficiency Test (GEPT) was developed in accordance with the Taiwanese Ministry of Education's three goals to improve learners' English proficiency, motivate English learning, and promote lifelong learning. This article used questionnaires to investigate the success of the GEPT in meeting these goals. As the GEPT is intended for Taiwanese English as a foreign language, learners from all walks of life (Wu, 2012), both student and non-student GEPT test takers were involved in this study (n = 384). Results showed that although most test takers responded that the GEPT was successful in making them feel that their English has improved, only a slight majority responded that the GEPT was successful in motivating them to learn English. Most test takers did not support the idea that the GEPT was successful in promoting lifelong learning. Probit regression was used to examine the relationships between these verdicts and variables such as test takers' background, motivational influences, feeling toward the GEPT, perceptions toward self-assessment, learner autonomy, and capacities for lifelong learning. Based on the findings, the article argues for a unique place of the GEPT in the Taiwanese context and reflects on the use of tests to promote lifelong learning of a foreign language. Adapted from the source document
关键词：applied linguistics, language testing and assessment, applied linguistics, English as a second/foreign language learning, English as a Second Language Learning, Taiwan, English as a Second Language Tests, Student Attitudes, Motivation
- Lamb, M. (2012). A self system perspective on Young Adolescents' motivation to learn English in urban and rural settings. Language Learning, 62, 997-1023.
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摘要：This study examined the motivation to learn English of Indonesian junior high school pupils, 13-14 years of age, in three distinct contexts: a metropolitan city, a provincial town, and a rural district. Utilizing Dornyei's second language (L2) Motivational Self System as the theoretical framework, this study employed a 50-item questionnaire to sample the views of 527 learners, and a C-test to measure their current proficiency in English. Motivation was found to be similar in strength and character in the two urban settings but significantly different in the rural setting. A positive view of the experience of learning English was the strongest predictor of both motivated learning behavior and L2 proficiency, whereas the Ideal L2 self was only a significant factor among the metropolitan group. Adapted from the source document
关键词：applied linguistics, English as a second/foreign language learning, Indonesia, Social Factors, Urban versus Rural Areas, Motivation, Junior High School Students, Student Attitudes, English Proficiency, English as a Second Language Learning, Adolescents
- Lee, S., Noh, H., Lee, J., Lee K., Lee G. G., Sagong S., & Kim, M. (2011). On the effectiveness of robot-assisted language learning. Recall, 23(1), 25-58.
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摘要：This study introduces the educational assistant robots that we developed for foreign language learning and explores the effectiveness of robot-assisted language learning (RALL) which is in its early stages. To achieve this purpose, a course was designed in which students have meaningful interactions with intelligent robots in an immersive environment. A total of 24 elementary students, ranging in age from ten to twelve, were enrolled in English lessons. A pre-test/post-test design was used to investigate the cognitive effects of the RALL approach on the students' oral skills. No significant difference in the listening skill was found, but the speaking skills improved with a large effect size at the significance level of 0.01. Descriptive statistics and the pre-test/post-test design were used to investigate the affective effects of RALL approach. The result showed that RALL promoted and improved students' satisfaction, interest, confidence, and motivation at the significance level of 0.01. Adapted from the source document
关键词：applied linguistics, English as a second/foreign language instruction, Elementary School Students, English as a Second Language Learning, Language Teaching Methods, Teaching Materials, Robotics, Motivation, Second Language Learning
- Huang, Shu-Chen. (2011). Convergent vs. divergent assessment: Impact on college EFL students' motivation and self-regulated learning strategies. Language Testing, 28(2), 251-271.
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摘要：This study examined two types of classroom assessment events, the more closed convergent assessments (CA) versus the more open-ended divergent assessments (DA), to see if they influence learners differently in terms of motivation and learning strategies. Participants were 105 college freshmen in Taiwan with the same instructor placed under one listening and two speaking classes. In these intact groups, each student experienced two types of assessment, a more traditional test (the CA) and a group performance assessment (the DA). Immediately after they experienced each assessment event, participants reported on their task-specific motivation and learning strategies. Results indicated that CAs were better received by high self-efficacious students and DAs by low scorers. After controlling for self-efficacy, a comparison revealed that students reacted differently in the listening and speaking classes. More specifically, in speaking student motivation and strategy were higher for the DA than for the CA, whereas in the listening class the pattern was reversed. Local educational culture and the nature of assessment events are then discussed. [Reprinted by permission of Sage Publications, Ltd., copyright holder.]
关键词：applied linguistics, English as a second/foreign language learning, applied linguistics, language testing and assessment, Motivation, Learning Strategies, Listening, Speech, English as a Second Language Learning, Language Tests, Taiwan, College Students
- Papi, M., & Abdollahzadeh, E. (2012). Teacher motivational practice, student motivation, and possible L2 selves: An examination in the Iranian EFL context. Language Learning, 62, 571-594.
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摘要：The present study aims to provide observational evidence on the relationship between teachers' use of motivational strategies and students' motivated behavior in the English as a foreign language (EFL) context of Iran. To this end, 741 male learners of English from 26 secondary school classes taught by 17 teachers participated in the study. The teachers' use of motivational strategies and the students' motivated behavioral codes were measured using a classroom observation instrument originally developed by Guilloteaux and Dornyei (2008). Furthermore, the participating students completed a questionnaire that consisted of both situation-specific and general-motivational scales. Finally, a post hoc rating scale was employed to evaluate the teachers' overall motivational practice. The results showed that the teachers' motivational practice is significantly related to the students' motivated behavior. Further, while no differences were found between high-motivation and low-motivation learner groups in terms of their ideal second language (L2) selves, the low-motivation group had stronger ought-to L2 selves. The results will be discussed with reference to the socio-educational context of Iran. Adapted from the source document
关键词：applied linguistics, English as a second/foreign language instruction, Second Language Teachers, Students, Iran, English as a Second Language Instruction, Social Factors, Motivation
- Kozaki, Y., & Ross, S. J. (2011). Contextual dynamics in Foreign language learning motivation. Language Learning, 61, 1328-1354.
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摘要：Learning context has increasingly been postulated to exert an influence on the dynamics of individual differences in language learning. In a longitudinal design that tested the proficiency gains of 1,682 learners over a 2-year foreign language program, a multilevel modeling approach was deployed in this study to account for variation in second language (L2) growth over time. Different aspects of learner career and social aspiration were postulated as individual difference factors in addition to the more conventional constructs of extrinsic and intrinsic L2 learning motivation. Perceived attitudinal norms operating within 72 streamed classes were posited as contextual factors. Results of multilevel analyses indicate that the mediating effects of class context on the relation between the L2 proficiency growth and individual difference factors exert both positive and negative influences, suggesting malleability of individual differences factors.
关键词：applied linguistics, non-native language learning languages other than English, Second Language Learning, Individual Differences, Language Proficiency, Motivation, Learning Environment
- Hammond, K., & Danaher, K. (2012). The value of targeted comic book readers. ELT Journal, 66(2), 193-204.
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摘要：A limitation of extensive reading programmes is the time required for progress in vocabulary acquisition. This paper reports on a qualitative exploration of student perceptions of the value of non-compulsory comic books in ESL elementary and upper-intermediate level courses at a tertiary institution. We aimed to develop supplementary materials that students would find valuable, use, and enjoy without requiring classroom time. The results suggest the learners' views on the value of comic books and recordings can be broadly categorized into five themes: (1) helpful story characteristics, (2) perceived performance enhancement, (3) use of learning strategies, (4) enjoyment, and (5) areas for improvement. An interesting finding was the variety of uses to which the learners put the resources, in particular sharing them with their families. This study points to the importance of responding to learners' specific contexts and to creative ways English learners undertake autonomous learning when provided with appropriate resources. Adapted from the source document
关键词：applied linguistics, reading readiness/acquisition/achievement, applied linguistics, English as a second/foreign language instruction, English as a Second Language Teaching Materials, Reading Materials, Second Language Reading, Reading Instruction, English as a Second Language Instruction, Motivation, Vocabulary Learning
- Sakui, K., & Cowie, N. (2012). The dark side of motivation: Teachers' perspectives on 'unmotivation'. ELT Journal, 66(2), 205-213.
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摘要：Motivation is a well-researched construct; however, few studies have investigated how teachers perceive and make sense of situations in which learners are not motivated to learn. Thirty-two EFL teachers working in Japanese universities were surveyed and interviews with three of these teachers were conducted to reveal their perceptions of student 'unmotivation'. Three different factors were identified which explain why these teachers consider influencing learner motivation positively has its limits. These are the external factors of institutions and educational systems and the internal factors of student attitudes and personalities and teacher-student relationships. Pedagogical and research implications are suggested in response to teachers' perceptions of this unmotivation. Adapted from the source document
关键词：applied linguistics, English as a second/foreign language instruction, Japan, Higher Education, Student Attitudes, Motivation, Second Language Teachers, Student Teacher Relationship, English as a Second Language Instruction, College Students, Teacher Attitudes
- Shelton-Strong, S. J. (2012). Literature circles in ELT. ELT Journal, 66(2), 214-223.
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摘要：While the intrinsic value of reading extensively for L2 learners has rarely been questioned, practicalities of implementation and the existence of gains beyond lexical enrichment have generated discussion. This article outlines and explores the benefits which Literature Circles (LCs) offer to English language learning and attempts to identify direct links to SLA through learner engagement. Practical suggestions for setting up these learner-led reading and discussion groups in ELT classrooms are given, and both learner and teacher roles are discussed. The premise that LCs offer a pedagogically sound addition to ELT classrooms is explored through an outline of the framework on which they are based and an evaluation of the collaborative processes they involve. Qualitative evidence, from both learner perspectives and teacher observation, is given to support this premise, as are references to current theories of how languages are learnt and to the way in which these relate to learner involvement of the kind fostered by LCs. Adapted from the source document
关键词：applied linguistics, English as a second/foreign language instruction, Literature, English as a Second Language Teaching Materials, Reading Materials, Reading Instruction, Second Language Reading, Motivation, English as a Second Language Instruction
- Jauregi, K., de Graaff, R., van den Bergh, H., & Kriz, M. (2012). Native/non-native speaker interactions through video-web communication: A clue for enhancing motivation. Computer Assisted Language Learning, 25(1), 1-19.
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摘要：One of the main objectives of the European Networked Interaction in Foreign Language Acquisition and Research (NIFLAR) project is to make foreign language learning and teaching processes more relevant and rewarding for reaching intercultural communicative competence. This is realized by offering foreign language learners and pre-service teachers opportunities to engage in meaningful interaction with each other through video-web communication (VC), according to the requirements set by relevant interaction tasks. In this article, we present the actions taken in the project to enhance students' motivation and the effect VC sessions have on motivation, as measured by pre-, mid-, and post-questionnaires participants filled in prior and after virtual interaction sessions. Significant effects were found particularly for beginner level students on those dimensions measuring aspects related to willingness to interact with native speakers. Adapted from the source document
关键词：applied linguistics, non-native language instruction languages other than English, Second Language Learning, Motivation, Students, Second Language Instruction, Communicative Competence, Computer Mediated Communication
- Vinther, J. (2011). Enhancing motivation with cultural narratives in computer-mediated communication. Computer Assisted Language Learning, 24(4), 337-352.
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摘要：The framework of this study is cooperation between students of English at a Chinese university and their counterparts at a Danish university, i.e. neither group of students are native speakers of English. The theoretical framework for the study is Vygotsky's sociocultural approach combined with the work by a number of researchers on the link between motivation and autonomy. The students were focussing on meaning as well as form in conjunction with the cultural content in a social interactional email-based exchange. The goal of the study was to investigate whether the social connection between the students and the mutual goal of acquainting themselves with each other and each other's culture would enhance their motivation in language learning and in developing desires to express themselves in increasingly comprehensible language at a higher level of correctness. Adapted from the source document
关键词：applied linguistics, English as a second/foreign language learning, interpersonal behavior and communication, technology and communication, Metalanguage, College Students, English as a Second Language Learning, Computer Assisted Language Learning, Cross Cultural Communication, Motivation
- Ushioda, E. (2011). Language learning motivation, self and identity: Current theoretical perspectives. Computer Assisted Language Learning, 24(3), 199-210.
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摘要：Recently, the impact of globalization and the dominant status of English have provoked critical discussion in the L2 motivation field. Traditional concepts such as integrative motivation lose their explanatory power when English is becoming a 'must-have' basic educational skill and when there is no clearly defined target language community. In this article, I will examine how L2 motivation is currently being reconceptualized in the context of contemporary theories of self and identity -- that is, people's sense of who they are, how they relate to the social world and what they want to become in the future. As I will discuss, this theoretical shift in focus to the internal domain of self and identity has important implications for how we as language teachers engage the motivation, interests and identities of our students; and for why we should exploit their world of digital technologies, social networking and online communication to this end. Adapted from the source document
关键词：applied linguistics, non-native language learning languages other than English, Motivation, Social Factors, Self Concept, Globalization, English as an International Language, Second Language Learning
- Wehner, A. K., Gump, A. W., & Downey, S. (2011). The effects of Second Life on the motivation of undergraduate students learning a foreign language. Computer Assisted Language Learning, 24(3), 277-289.
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摘要：Virtual worlds are an emerging technology in computer-assisted learning. Due to the novelty of these new learning spaces, little research has been done on the use or the effects on students learning foreign languages. This research looks at how the use of the virtual world Second Life affects the motivation of students in an undergraduate Spanish course. Comparisons were made on responses to an attitude/motivation test battery completed by students enrolled in two sections of a beginning level undergraduate Spanish course. One section utilized Second Life as part of its instruction while the other section participated in traditional curriculum. Results demonstrate that virtual worlds could be a valuable resource to lower student anxiety and increase their motivation to learn a foreign language. Adapted from the source document
关键词：applied linguistics, non-native language learning languages other than English, College Students, Motivation, Spanish as a Second Language Learning, Second Language Learning, Student Attitudes, Anxiety, Computer Assisted Language Learning
- Yang, Yu-Fen. (2011). Engaging students in an online situated language learning environment. Computer Assisted Language Learning, 24(2), 181-198.
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摘要：Previous studies have emphasized the relationship between students' engagement and learning performance, and yet the context in which students and the teacher interact to engage each other has been ignored. In order to engage college students who are learning English as a foreign language (EFL) in the context of a big class, this study developed a system, which is an online situated language learning environment, to support the students, the teachers, and the teaching assistants (TAs) to communicate synchronously and asynchronously in and after class. A sample of 118 undergraduate students was recruited to participate in an E-meeting to express their thoughts and opinions toward the drama, and Post an Opinion to predict subsequent scenes in the enfolding plot. Students were also required to take an Assessment online, after reading each episode of the drama. In this study, the behavioral, emotional, and cognitive dimensions of students' intensive and reciprocal engagement were observed and recorded in the system for students to reflect on their language usage and further improve their language learning and for the teachers and the TAs to monitor and identify their students' difficulties and provide further scaffoldings. Students' language learning progress was also revealed through a questionnaire and the pre- and post-tests. Based on the interpretation of the result, suggestions for future studies are also discussed. Adapted from the source document
关键词：applied linguistics, English as a second/foreign language learning, interpersonal behavior and communication, technology and communication, College Students, English as a Second Language Instruction, Learning Environment, English as a Second Language Learning, Student Teacher Relationship, Student Attitudes, Motivation, Computer Assisted Language Learning
- Sampson, R. (2012). The language-learning self, self-enhancement activities, and self perceptual change. Language Teaching Research, 16(3), 317-335.
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摘要：This article presents an overview of action research conducted in an EFL university context, regarding primarily the relationship between individual possible self-images, socially constructed possible self-images, and language-learning motivation. The study used three cycles of action research over the course of one 15-week university semester, utilizing mixed-methods data collection and analysis. The results provide support for the assertion that initially inquiring with students as to their language possible self-images might assist the teacher to create more motivating lessons through self-enhancement activities. Furthermore, the article provides context-dependent evidence that assisting students to focus their language-learning possible self-images may positively affect motivation and bring a heightened recognition of self-regulation in language learning.
关键词：action research, foreign language learning, possible selves, motivation, self-regulation
- Freiermuth, M. R., & Huang, H. C. (2012). Bringing Japan and Taiwan closer electronically: A look at an intercultural online synchronic chat task and its effect on motivation. Language Teaching Research, 16(1), 61-88.
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摘要：This study examines the motivation of 20 Japanese students of English as a foreign language (EFL) who chatted electronically with 19 Taiwanese EFL students using online synchronous chat software. In particular, we were interested in four factors that affect task-based motivation: the willingness to communicate, task attractiveness, task innovativeness, and the need to communicate in the target language. Qualitative analysis of a posttest questionnaire and the texts that students produced during their online task reveal that students were generally motivated throughout the task with respect to all four of the factors. It is suggested that well-designed online chat tasks, whereby students need to arrive at a consensus via interaction, can be very motivating to students. For teachers, electronic synchronous chat represents one more valuable tool for language teachers to facilitate interaction in the target language. [Reprinted by permission of Sage Publications Ltd., copyright holder.]
关键词：interpersonal behavior and communication, technology and communication, applied linguistics, English as a second/foreign language learning, Students, Computer Mediated Communication, Chat, Motivation, Educational Activities, English as a Second Language Learning, Japan, Taiwan
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