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Zeynep Erdil-MoodyUniversity of South FloridaAmy S. ThompsonWest Virginia UniversityKeywords: L2 Motivation; motivational strategies; L2 motivational self system; motivational teaching practice; exploratory factor analysis (EFA); Turkish EFL context; SPSS select case. Abstract This study offers cross-cultural validity of motivational strategies, as well as reliability and validity measures of an adapted questionnaire in a new context. Foreign/second […]

Hilal PekerFramingham State University https://orcid.org/0000-0002-2642-3015Keywords: L2 motivational self system, reconceptualized L2 motivational self system, R-L2MSS, feared L2 self, possible selves Abstract The purpose of this non-experimental quantitative study was to measure Feared L2 Self (FL2S) as a new component of the existing L2 Motivational Self System (L2MSS) and offer a new model through partial least

Sibel Çağatay Middle East Technical University https://orcid.org/0000-0002-0202-2081İsmail Hakkı ErtenHacettepe Universityhttps://orcid.org/0000-0002-8527-5681Keywords: Language motivation; attribution theory; causal attributions, L2 motivational self- system; ideal L2 self, future achievement Abstract This study examines whether learners’ (high vs. low) ‘ideal L2 self’ exerts an effect on causal attributions and which of these causal attributions could predict future L2 achievement. To

Majid Elahi Shirvan University of Bojnord https://orcid.org/0000-0003-3363-8273Nahid Talebzadeh University of Bojnord https://orcid.org/0000-0002-0871-4791Keywords: Anxiety, enjoyment, imagined community, negative emotions, positive emotions Abstract Learning a foreign language can be frustrating for some people and very enjoyable for some others. Emotions are one of the most important factors in the use of English as a foreign language located

Kadriye Aksoy Canakkale Onsekiz Mart University https://orcid.org/0000-0001-7332-7387Keywords: sociocultural theory, interaction, language development Abstract Interaction and Second Language Development: A Vygotskian perspective, Remi Adam van Compernolle. John Benjamins Publishing Company (2015). 213 pp. ISBN: 978-90-272-1331-0 (PB) PDF Share on facebook Share on twitter Share on linkedin Share on whatsapp Share on pinterest

Gamze Almacıoğlu Gaziantep University https://orcid.org/0000-0001-7739-1933Zuhal Okan Çukurova University https://orcid.org/0000-0003-4999-0247Keywords: Genre-based academic writing instruction, metacognitive genre awareness, analysis of academic and literary texts Abstract The aim of the genre-based pedagogy is to focus on students’ academic needs and enable them to read and write successfully (Martin, 1993, 2009). Therefore, it is imperative for teachers to understand

Talip Gonulal Erzincan University https://orcid.org/0000-0001-6441-4278Keywords: Statistical literacy, statistical training, quantitative research orientation, SLA Abstract The use of statistics in second language acquisition (SLA) research has increased over the past 30-40 years and continues to increase in both complexity and sophistication (Gass, 2009; Loewen & Gass, 2009). The increased use of statistical procedures has drawn attention

Ayfer Tanış Kırklareli University https://orcid.org/0000-0003-2344-5216Kenan Dikilitaş Bahcesehir University https://orcid.org/0000-0001-9387-8696Keywords: Action research, observation, reflection, professional development models Abstract While the beliefs and practices of teachers on professional development (PD) are generally considered to promote quality in education and raise teachers’ awareness regarding teaching strategies, there is still limited research available into different PD models’ effectiveness in

Saeed Safdari Islamic Azad University https://orcid.org/0000-0002-0770-1972Keywords: L2 motivation, motivational strategies, EFL learners, EFL teacher Abstract The purpose of this article is to study the perception of Iranian EFL learners of the importance and frequency of their teachers’ motivational strategies. Preceded by a few similar studies, this research study was conducted in the cultural milieu of

Fang-Yu Liao Indiana University of Pennsylvania https://orcid.org/0000-0002-6912-9174Keywords: Poetry writing, ESL context, perceptions, M.A. TESOL, language teaching Abstract The study aims to explore how 18 M.A. TESOL students, who are prospective or experienced ESL/EFL teachers, perceive poetry writing in a second language. A qualitative interview-based design was utilized. Following Iida’s (2012a) analytical framework in examining EFL