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L2 and L3 Motivational Systems and Their Interactions: A Study of Tibetan-Chinese-English Trilingual Learners

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Li, Ming; Zhang, Lubei; Tsung, Linda – International Journal of Bilingual Education and Bilingualism, 2022

This study explores Tibetan students' L2 and L3 motivational systems and their interactions based on the framework of the L2 Motivational Self-System proposed by Dörnyei. Five hundred fifty-two participants were invited to respond to a questionnaire regarding their Chinese (L2) and English (L3) motivational selves, learning experiences and…

Descriptors: Sino Tibetan Languages, Mandarin Chinese, English (Second Language), Second Language Learning

At the Interface between Language Testing and Second Language Acquisition: Language Ability and Context of Learning

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Gu, Lin – Language Testing, 2014

This study investigated the relationship between latent components of academic English language ability and test takers' study-abroad and classroom learning experiences through a structural equation modeling approach in the context of TOEFL iBT® testing. Data from the TOEFL iBT public dataset were used. The results showed that test takers'…

Descriptors: Language Tests, Second Language Learning, Language Proficiency, English for Academic Purposes