Positive and negative emotions, L2 grit and perceived competence as predictors of L2 motivated behaviour
Relatively few studies in the field of second language acquisition have undertaken to investigate the interrelationships of constellations of individual difference variables. This is certainly true of how complexes of ID factors impact motivation to learn an additional language. In order to address...
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| Published in: | Journal of multilingual and multicultural development Vol. 45; no. 8; pp. 3188 - 3204 |
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| Main Authors: | , , |
| Format: | Journal Article |
| Language: | English |
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Abingdon
Routledge
13.09.2024
Taylor & Francis Ltd |
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| ISSN: | 0143-4632, 1747-7557 |
| Online Access: | Get full text |
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| Abstract | Relatively few studies in the field of second language acquisition have undertaken to investigate the interrelationships of constellations of individual difference variables. This is certainly true of how complexes of ID factors impact motivation to learn an additional language. In order to address this gap, the paper reports a study that examined the ways in which enjoyment, anxiety, boredom, L2 grit and self-perceived competence interact with each other and affect motivated learning behaviour in the case of 238 Iranian students majoring in English. The data were collected through an online questionnaire and, following confirmatory factor analysis, were subjected to path analysis. Among other things, the results showed that intended effort was the consequence of a complex interplay of factors, with the combined impact of these factors not always being obvious. It was also revealed that L2 motivation may in some circumstances be positively influenced by academic emotions that are generally considered to have a detrimental effect on L2 learning (i.e. anxiety, boredom). |
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| AbstractList | Relatively few studies in the field of second language acquisition have undertaken to investigate the interrelationships of constellations of individual difference variables. This is certainly true of how complexes of ID factors impact motivation to learn an additional language. In order to address this gap, the paper reports a study that examined the ways in which enjoyment, anxiety, boredom, L2 grit and self-perceived competence interact with each other and affect motivated learning behaviour in the case of 238 Iranian students majoring in English. The data were collected through an online questionnaire and, following confirmatory factor analysis, were subjected to path analysis. Among other things, the results showed that intended effort was the consequence of a complex interplay of factors, with the combined impact of these factors not always being obvious. It was also revealed that L2 motivation may in some circumstances be positively influenced by academic emotions that are generally considered to have a detrimental effect on L2 learning (i.e. anxiety, boredom). |
| Author | Pawlak, Mirosław Zarrinabadi, Nourollah Kruk, Mariusz |
| Author_xml | – sequence: 1 givenname: Mirosław orcidid: 0000-0001-7448-355X surname: Pawlak fullname: Pawlak, Mirosław organization: Adam Mickiewicz University – sequence: 2 givenname: Nourollah orcidid: 0000-0002-2568-7959 surname: Zarrinabadi fullname: Zarrinabadi, Nourollah organization: University of Isfahan – sequence: 3 givenname: Mariusz orcidid: 0000-0001-5297-1966 surname: Kruk fullname: Kruk, Mariusz email: mkanglik@gmail.com, mkruk@uz.zgora.pl organization: University of Zielona Góra |
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| SubjectTerms | Anxiety Boredom Competence Confirmatory factor analysis Emotions English as a second language learning enjoyment Factor analysis Individual differences L2 grit Language acquisition Learning Learning processes motivated behaviour Motivation Negative emotions Path analysis Second Language Learning Self concept self-perceived competence |
| Title | Positive and negative emotions, L2 grit and perceived competence as predictors of L2 motivated behaviour |
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