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L2 Motivational Self System and Willingness to Communicate in the Classroom and Extramural Digital Contexts
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Lee, Ju Seong; Lu, Ying – Computer Assisted Language Learning, 2023
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…
Descriptors: Foreign Countries, Middle School Students, Self Concept, Learning Motivation
The Role of EFL Learners' L2 Self-Identities, and Authenticity Gap on Their Intention to Continue LMOOCs: Insights from an Exploratory Partial Least Approach
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Amir Reza Rahimi – Computer Assisted Language Learning, 2025
A research study on the L2 Motivational Self-systems (L2MSS) and technology acceptance of Foreign Language Learners (EFL) in relation to Language Massive Open Online Courses (LMOOCs) is warranted. In response, 336 Iranian EFL learners participated in three LMOOC platforms, learned language online in line with their language institutes, and…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, MOOCs
Language Learning Motivation, Self and Identity: Current Theoretical Perspectives
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Ushioda, Ema – Computer Assisted Language Learning, 2011
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…
Descriptors: Global Approach, Learning Motivation, English (Second Language), Second Language Learning