Speaker
Abstract section 1: Relevance
Motivation is widely considered to be very important when acquiring a foreign language. The Second Language Motivational Self System profile, proposed by Dörnyei and colleagues (Dörnyei & Csizer, 2002; Dörnyei, 2005; Dörnyei, 2009), has become the dominant theoretical model for understanding motivation to learn a new language (Boo et al., 2015; Dörnyei & Ushioda, 2011). Using this model, a longitudinal study was conducted. It looked at the impact of communicative and active learning strategies on the motivation and willingness to communicate of first year non-English major Japanese university students.
Abstract section 5: References
Boo, Z., Dörnyei, Z., & Ryan, S. (2015). L2 motivation research 2005–2014: Understanding a publication surge and a changing landscape. System, 55, 145–157. https://doi.org/10.1016/j.system.2015.10.006
Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Mahwah: Routledge.
Dörnyei, Z. (2009). The L2 Motivational Self System. In Z. Dörnyei, & E. Ushioda (Eds.) Motivation, Language Identity and the L2 Self (pp. 9-42). Clevedon: Multilingual Matters.
Dörnyei, Z., & Csizer, K. (2002). Some dynamics of language attitudes and motivation: Results of a longitudinal nationwide survey. Applied Linguistics, 23(4), 421-462.
https://doi.org/10.1093/applin/23.4.421
Dörnyei, Z., & Ushioda, E. (2011). Teaching and researching motivation (2nd ed.). Harlow, UK: Pearson Education.
Abstract section 3: Content/method
This longitudinal study used a pre-post questionnaire method. A pre-intervention questionnaire was administered at the end of the first class of the 2025 spring semester. A post-intervention questionnaire was administered in the 14th class of the fall semester. Independent-samples Welch’s t-tests were used in the data analysis to compare the results of each individual question, the 11 L2 Motivational Self System factors, and willingness to communicate.
Abstract section 2: Contribution/research questions
The research questions were: 1. What are the effects of such an intervention, if any, on 11 factors of the Second Language Motivational Self System profile of our students? 2. What are the effects of such an intervention, if any, on the willingness to communicate of our students?
Abstract section 4: Outcomes/results
The t-test analyses revealed some generally positive overall trends. No statistically significant differences across the L2 Motivational Self System factors were found. However, Criterion Measures demonstrated an increase from pre-test to post-test, with one question being statistically significant. This suggests a positive trend in learners’ intended effort and engagement. Significant changes were also recorded for a few of the individual questions. Although not statistically significant, willingness to communicate increased in both peer and teacher classroom interactions with mean and modes showing strong increases. This however was not replicated in out of classroom contexts.
| Title | Impacts of communicative learning strategies on motivation |
|---|---|
| Teaching Context | College and university education |