Vol. 6 No. 3 (2020)

Seher BalbayMETUKeywords: motivation, L2 learning motivation, SLA motivation research. Abstract Innovations and Challenges in Language Learning Motivation, Zoltán Dörnyei. Routledge, NY/ USA (2020). 186 pp., Paperback: $34.99, ISBN:978-1-138-59916-1 PDF Share on facebook Share on twitter Share on linkedin Share on whatsapp Share on pinterest

Sharona MoskowitzBirkbeck College, University of LondonJean-Marc DewaeleBirkbeck College, University of LondonKeywords: Intellectual humility, foreign language learning, enjoyment, anxiety Abstract Intellectual humility (IH) involves a certain degree of selflessness and an accurate view of one’s own worth and abilities. To date, IH has not been explicitly researched as a variable in the study of foreign language

Christine Muir University of NottinghamOzge Gumus Adıyaman UniversityKeywords: directed motivational currents/DMCs, language learner motivation, long-term motivation, project based learning Abstract Directed motivational currents (DMCs) encapsulate a unique motivational phenomenon. DMCs are highly positive, potent motivational experiences which can carry individuals or groups forwards to achieving valued goals at both a remarkable rate, and with a

Alastair Henry University WestKeywords: meta time travel, episodic future thinking, self-concordant goals, autobiographical knowledge, L2 motivation, motivational persistence Abstract Mental time travel lies at the frontier of research into motivational persistence in language learning (Dörnyei, 2020). This article introduces the theory of episodic future thinking (D’Argembeau, 2016, 2020), and examines the key components of autobiographical

Kadriye Aksoy-Pekacar Canakkale Onsekiz Mart UniversityArzu Kanat-MutluoğluTED UniversityIsmail Hakkı ErtenHacettepe UniversityKeywords: attribution theory, speaking, motivation, causal attributions, oral communication skills Abstract As part of the research on motivation, causal attribution studies have an important role in predicting and improving academic performance since controllable and uncontrollable attributions have an effect on learners’ future actions. Following this

Peter MacIntyre Cape Breton UniversityLanxi WangCape Breton UniversityGholam Hassan Khajavy University of BojnordKeywords: willingness to communicate, dual processing theory, congnitive experiential self theory (CEST), Rational-Experiential Inventory (REI) Abstract How does a person decide whether she or he is willing to communicate? Dual-process theories have been influential in the literature on the psychology of making judgments

Pelin Irgin TED Universityİsmail Hakkı ErtenHacettepe UniversityKeywords: Listening comprehension; listening; strategy instruction; learner strategies; young learners Abstract This paper reports on an exploratory investigation into the impacts of the listening strategy instruction (LSI) on young lThis paper reports on an exploratory investigation into the impacts of implicit instruction of listening strategies on strategy use and

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