Since the initiation of Dörnyei’s (2009) L2 Motivational Self System model (L2MSS) in 2009, research on second language (L2) learning motivation has witnessed unprecedented achievements. This recent study offered a brief review significant findings that drew L2MSS framework from 2009 to 2021. Studies included this were categorized by two universal approaches: quantitative and qualitative. Besid...

This study examines the links between L2 linguistic knowledge, L2 listening strategy use, self-determined motivation, and L2 listening anxiety relative to L2 listening proficiency. Prior theoretical and empirical work suggests that these variables are interrelated in complex ways, and this hypothesis is tested here using structural equation modeling with a sample of 300 high school foreign lang...

The identification of the cognitive, affective, social and even physiological factors affecting second or foreign language learning routes and rate has for long been a challenging aspiration for second language researchers. However, a recent preoccupation of the researchers in this area has been the study of the combinatorial impacts of such factors on second or foreign language learning proces...

This paper investigates how language awareness influences the writing abilities of bilingual heritage speakers. The study includes 175 9th and 10th graders with Italian, Greek, or Turkish as their L1 German an early L2. analysis is based on a corpus narrative argumentative texts in L2 test to explore semantic, pragmatic, textual knowledge that was administered both languages. We found students’...

Long-term test-retest reliability and predictive test-criterion evidence of validity of scores on measures of the real-ideal self-discrepancy and of the real-ought self-discrepancy were tested over periods of 1 year and 3 years. A sample of 184 undergraduates completed at 2 time points 1 year apart 3 instruments that each measure the 2 self-discrepancies: the idiographic Self-Concept Questionna...

The present study examined the relationship between willingness to communicate (WTC) and intrinsic/extrinsic motivation among Iranian intermediate learners of English. It also attempted to identify the motivational orientations which best predicted learners’ WTC. Moreover, it measured Iranian intermediate learners’ willingness to read (WTR), willingness to listen (WTL), and willingness to write...