Speaker
Description
In this study I explored whether past L2 learning experiences help explain current motivation among Japanese university EFL students. Based on the L2 Motivational Self System and Positive Psychology, a new Prior L2 Learning Experience Scale (PL2LES) was used along with motivation measures at the start of the semester. A second motivation survey was administered at the end of the course to examine possible changes. Correlational and predictive analyses examined how past learning experiences relate to both early motivation and later developments. The results contribute to motivation theory by highlighting how earlier L2 experiences can continue to shape learner motivation.
Summary
In this study I explored whether past L2 learning experiences help explain current motivation among Japanese university EFL students. Based on the L2 Motivational Self System and Positive Psychology, a new Prior L2 Learning Experience Scale (PL2LES) was used along with motivation measures at the start of the semester. A second motivation survey was administered at the end of the course to examine possible changes. Correlational and predictive analyses examined how past learning experiences relate
