Second Language Acquisition (SLA) is a complex psychosomatic process. As per educational psychology, its acquisition process depends on some affective determinants related to learners' self-confidence that accelerates learners’ zeal of learning the language. However, studies are rare empirically explore factors or ways help learners build their level. Thus, prime focus this study find out assoc...

Abstract The learning environment is an important factor in both learner motivation and outcomes. As second language (L2) classrooms frequently employ group work, clarifying the environmental effects work settings to improve pedagogical application this context. This study examined cross-sectional structural relations among factors of environment, motivation, outcomes for L2 learners at various...

We propose a design of a self-motivational system which would be suitable for both adaptation and development scenarios. The core features of our design are: the usage of general rewards and building up on a reactive system. As a test case for our design we use the human-robot interaction via shared attention. We show that with addition of a general-purpose self-motivational mechanism the syste...

This is an interview study of Eldin, a 14-year-old Bosnian boy living in Sweden since the age of six. The aim is to investigate how Eldin became a gamer and how he, strongly motivated, learned foreign/second (L2) English mainly through selfaccess gameplay. Using language learning motivation theories, Dörnyei’s (2005, 2009) L2 Motivational Self System and Dweck’s (2006) concept of mindsets, the ...

The concept of motivational regulation has always been on the agenda researchers; however, role received relatively little attention in terms writing skills. Hence, present study aims to investigate potential correlations between strategies concerning collaborative beliefs undergraduate L2 writers. To this end, a total 102 writers were surveyed. collect data, two research tools used. first one ...

The purpose of this study was to test a motivational model on the links between situational and dispositional motivation and self-reported indiscipline/discipline based on the achievement goals theory. The model postulates that a task-involving motivational climate facilitates self-reported discipline, either directly or mediated by task orientation. In contrast, an ego-involving motivational c...