Identifying students’ reasons for learning a language is useful every teacher who aims to help students achieve their goals. In addition, understanding how motivation maintained through the class and what extent this continues away from classroom are equally important, especially in noncompulsory adult ESOL. Following Ushioda’s (2016) call small lens approach, one of female, ESOL learners was s...

In L2 development, the cognitive complexity of tasks plays a crucial role in task performance and language features produced. However, there have only been few studies addressing the impact of task complexity on EFL learners' attention to L2 system and form-focused self-repairs (FFS).This study explores the role of increasing cognitive task complexity in EFL learners' form-focused attention (FF...

The L2 motivational self-system (L2MSS) has been extensively investigated in multiple contexts. However, few studies have explored its correlation with Islamic junior high English students’ proficiency test results. To fill the void, this study examines relationship between L2MSS and scores among Indonesian school students. Data were garnered quantitatively from 30 students of an Institute for ...

Background: Academic writing is a complex and demanding activity in which students have to regulate their (meta)cognitive, motivational, linguistic processes self-regulatory strategies might serve as tool accomplish tasks. The research was done part of verification Zimmerman & Risemberg’s (1997) model self-regulation writing. Previous on the relationships between students’ self-regulated le...

Abstract In two studies, we examined functional dimensions of L2 learners’ self-regulation toward their motivational goals: assessment and locomotion. The constitutes the aspect concerned with critically evaluating relative quality states goals means to achieve them. locomotion mode uninterrupted movement from state goals. We developed scales measure self-regulatory modes. also how regulatory m...

In L2 development, the cognitive complexity of tasks plays a crucial role in task performance and language features produced. However, there have only been few studies addressing the impact of task complexity on EFL learners' attention to L2 system and form-focused self-repairs (FFS).This study explores the role of increasing cognitive task complexity in EFL learners' form-focused attention (FF...

The L2 motivation self system (L2MSS) has been extensively researched in a variety of contexts, but few studies have delved into its relationship with international posture and the sustainable development proficiency COVID-19 era. To address this issue, we surveyed 156 English majors China analyzed their response data structural equation modelling. results show that ideal positively predicts le...