Background: The purported reciprocity between motivation and academic achievement in education has largely been supported by correlational data. Aims: Our first aim was to determine experimentally whether motivation and achievement are reciprocally related. The second objective was to investigate a potential behavioural mediation pathway between…

This article reports on a mixed methods study that examined the effect of reference of comparison (self-referential vs. normative) and regulatory focus (promotion-focused vs. prevention-focused) on willingness to communicate (WTC) among learners of English as a foreign language (EFL). One hundred female English learners were randomly assigned to…

Learning motivation is a critical factor in learners' decision to commit, or not commit, to learning tasks. This study investigates the extent and working components of learning motivation in a fully online English as a foreign-language (EFL) course amid COVID-19, drawing upon data from focus groups and a survey delivered to 183 students in an…

This paper investigates L2 motivation and demotivation of college English majors in a Korean junior college. The participants' L2 (de)motivation was explored by the ought-to L2 self, an element of the L2 motivational self system. Data were collected from two rounds of interviews with 59 and 31 students in all four years and analyzed qualitatively.…

This study examined the role of positive and negative feedback on goal commitment and energy investment among English as a foreign language learners who experienced directed motivational currents (DMCs). To this purpose, a systematic methodology was used to identify language learners with a DMC experience (six students, four females, two males,…

This mixed methods study compares L2 learning motivation of Burundi simultaneous learners of French, English and Kiswahili, mainly focusing on L2 Motivational Self System (L2MSS). A total of 348 junior high school students participated in a 60-item questionnaire survey, and 12 of those learners participated in a follow-up semi-structured…

This study explores the relationship between the L2 Motivational Self System--namely, the ideal L2 self and the ought-to L2 self--and L2 Willingness to Communicate (L2 WTC) in the classroom (a typical place for English communication among EFL learners) and in the extramural digital setting (an emerging English communication channel increasingly…

This study investigates the impact of augmented reality (AR) on vocabulary and content learning, as well as attitudes, in a content and language integrated learning (CLIL) setting. The research, based on convenience sampling, involved 162 secondary education students from three schools, divided into an experimental group (EG) and a control group…

Current theories about learning a second language might not fully explain why people want to learn languages other than English (LOTE) in the context of globalization and multilingualism. This study adopted and adjusted Huang's (2021) motivational dimensions for LOTE learners, specifically focusing on those who learn LOTE as a third language (L3),…

In the field of second and foreign language education, conscious cognitive models of motivation dominate, while the role of unconscious motivation has not been studied systematically. Expanding the language motivation research to include implicit processes is likely to enrich the field of language learning and open up new contributions to current…

This research sits within the wider field of emergent research considering how foreign nationals experience ESOL education in England, exploring how these particular experiences are understood through a gendered lens. It identifies how women from different ethnicities have varied experiences and opinions on equal access to ESOL provision. In…

This study investigated how student-centered learning affects first-year college students' perceptions of and construction of investment in English learning. After finishing two reading assignments using a student-centered approach, 50 students completed open-ended written surveys, and 15 students participated in open-ended interviews. Thematic…

There has been a new fad rising in English learning among older Chinese people. By making their motivations clear, we can figure out ways to assist and facilitate their learning. The purpose of this study is to explore the motivations and objectives based on the Self-Determined Theory. To obtain comprehensive data for the study,…

This study investigated how the inclusion of model texts as a feedback technique affected students' task motivation and engagement in writing tasks. Adopting a longitudinal design, 60 English as a foreign language (EFL) children (aged 11-12) were divided into three groups: a treatment group, a long-term treatment group, and a control group. The…

This study aims to investigate why the Thai EFL learners at Nakhon Si Thammarat Rajabhat University (NSTRU) cannot speak English fluently and examine the internal factors that demotivate them from speaking English either in class or in daily life situations. To achieve these objectives, 316 male and female learners were randomly selected to…