742
Views
7
CrossRef citations to date
0
Altmetric
Articles

The Motivational Factors Questionnaire in the Korean EFL context: predicting group membership according to English proficiency and multilingual status

&

References

  • Abu-Rabia, S. 2004. Teacher's role, learner's gender differences and FL anxiety among seven-grade students studying English as a FL. Educational Psychology 24, no. 5: 711–21. doi:10.1080/0144341042000263006
  • Aida, Y. 1994. Examination of Horwitz, Horwitz, and Cope's construct of foreign language anxiety: the case of student of Japanese. The Modern Language Journal 78, no. 2: 155–68. doi:10.1111/j.1540-4781.1994.tb02026.x
  • Al-Shehri, A.S. 2009. Motivation and vision: the relation between the ideal L2 self, imagination and visual style. In Motivation, Language Identity and the L2 Self, ed. Z. Dörnyei and E. Ushioda, 164–71. Bristol: Multilingual Matters.
  • Cho, Y. G. 2013. L2 learning motivation and its relationship to proficiency: a causal analysis of university students’ EIL discourses. English Teaching 68, no. 1: 37–68. doi: 10.15858/engtea.68.1.201303.37
  • Coulombe, D. 2000. Anxiety and beliefs of French-as-a-second-language learners at the university level. PhD diss., University of Laval, Quebec, Canada.
  • Csizér, K. and J. Kormos. 2009. Learning experiences, selves and motivated learning behaviour: a comparative analysis of structural models for Hungarian secondary and university learners of English. In Motivation, Language Identity and the L2 Self, ed. Z. Dörnyei and E. Ushioda, 98–119. Bristol: Multilingual Matters.
  • Csizer, K. and G. Lukacs. 2010. The comparative analysis of motivation, attitudes and selves: the case of English and German in Hungary. System 38, no. 1: 1–13. doi:10.1016/j.system.2009.12.001
  • De Angelis, G. 2005. Interlanguage transfer of function words. Language Learning, 55, no. 3: 379–414. doi:10.1111/j.0023-8333.2005.00310.x
  • Dewaele, J.-M. 2010. Multilingualism and affordances: variation in self-perceived communicative competence and communicative anxiety in French L1, L2, L3, and L4. International Review of Applied Linguistics 48, no. 2–3: 105–29. doi:10.1515/iral.2010.006
  • Dewaele, J.-M. and L. Wei. 2013. Is multilingualism linked to a higher tolerance of ambiguity? Bilingualism: Language and Cognition 16, no. 1: 231–40. doi:10.1017/S1366728912000570
  • Dewaele, J.-M., K.V. Petrides and A. Furnham. 2008. The effects of trait emotional intelligence and sociobiographical variables on communicative anxiety and foreign language anxiety among adult multilinguals: a review and empirical investigation. Language Learning 58, no. 4: 91–960. doi:10.1111/j.1467-9922.2008.00482.x
  • Doiz, A., D. Lasagabaster and J.M. Sierra. 2014. CLIL and motivation: the effect of individual and contextual variables. The Language Learning Journal 42, no. 2: 209–24. doi:10.1080/09571736.2014.889508
  • Dörnyei, Z. 2005. The Psychology of the Language Learner: Individual Differences in Second Language Acquisition. Mahwah, NJ: Erlbaum.
  • Dörnyei, Z. 2009. The L2 motivational self system. In Motivation, Language Identity and the L2 Self, ed. Z. Dörnyei and E. Ushioda, 9–42. Bristol: Multilingual Matters.
  • Dörnyei, Z. and L. Chan. 2013. Motivation and vision: an analysis of future L2 self images, sensory styles, and imagery capacity across two target languages. Language Learning 63, no. 3: 437–62. doi:10.1111/lang.12005
  • Dörnyei, Z., K. Csizér and N. Németh. 2006. Motivation, Language Attitudes and Language Globalisation: A Hungarian Perspective. Clevedon: Multilingual Matters.
  • Gardner, R.C. 1985. Social Psychology and Second Language Learning: The Role of Attitudes and Motivation. London: Edward Arnold.
  • Gardner, R.C. and P.D. MacIntyre. 1993. On the measurement of affective variables in second language learning. Language Learning 43, no. 2: 157–94. doi:10.1111/j.1467-1770.1992.tb00714.x
  • Henry, A. 2011. Examining the impact of L2 English on L3 selves: a case study. International Journal of Multilingualism 8, no. 3: 235–55. doi:10.1080/14790718.2011.554983
  • Henry, A. 2014. The dynamics of L3 motivation: a longitudinal interview/observation based study. In Motivational Dynamics in Language Learning, ed. Z. Dörnyei, P. MacIntyre, and A. Henry, 315–342. Clevedon: Multilingual Matters.
  • Henry, A. and C. Cliffordson. 2013. Motivation, gender, and possible selves. Language Learning 63, no. 2: 271–95. doi:10.1111/lang.12009
  • Higgins, E.T. 1987. Self–discrepancy: a theory relating self and affect. Psychological Review 94, no. 3: 319–40. doi:10.1037//0033-295X.94.3.319
  • Horwitz, E.K. 1986. Preliminary evidence for the reliability and validity of a foreign language anxiety scale. TESOL Quarterly 20, no. 3: 559–62. doi:10.2307/3586302
  • Kim, S.Y. 1998. Affective experiences of Korean college students in different instructional contexts: Anxiety and motivation in reading and conversation courses. PhD diss., University of Texas, Austin, TX.
  • Kim, S.Y. 2009. Questioning the stability of foreign language classroom anxiety and motivation across different classroom contexts. Foreign Language Annals 42, no. 1: 138–57. doi:10.1111/j.1944-9720.2009.01012.x
  • Kim, T.Y. and M.S. Kim. 2013. English learning motivation research in Korea: theoretical and thematic changes and prospects. English Language Teaching 25, no. 1: 121–44. doi: 10.17936/pkelt.2013.25.1.007
  • Kormos, J. and K. Csizér. 2014. The interaction of motivation, self-regulatory strategies, and autonomous learning behavior in different learner groups. TESOL Quarterly 48, no. 2: 275–99. doi:10.1002/tesq.129
  • Lamb, M. 2007. The impact of school on EFL learning motivation: an Indonesian case study. TESOL Quarterly 41, no. 4: 757–80. doi:10.1002/j.1545–7249.2007.tb00102.x
  • MacIntyre, P.D., K.A. Noels and R. Clément. 1997. Biases in self-ratings of second language proficiency: the role of language anxiety. Language Learning 47, no. 2: 265–87. doi:10.1111/0023-8333.81997008
  • Malallah, S. 2000. English in an Arabic environment: current attitudes to English among Kuwait university students. International Journal of Bilingual Education and Bilingualism 3, no. 1: 19–43. doi:10.1080/13670050008667698
  • Markus, H. and P. Nurius. 1986. Possible selves. American Psychologist 41, no. 9: 954–69. doi:10.1037/0003-066X.41.9.954
  • Ryan, S. 2009. Self and identity in L2 motivation in Japan: the ideal L2 self and Japanese learners of English. In Motivation, Language Identity and the L2 Self, ed. Z. Dörnyei and E. Ushioda, 350–6. Bristol: Multilingual Matters.
  • Saito, Y. and K. Samimy. 1996. Foreign language anxiety and language performance: a study of learning anxiety in beginning, intermediate, and advanced-level college students of Japanese. Foreign Language Annals 29, no. 2: 239–49. doi:10.1111/j.1944-9720.1996.tb02330.x
  • Spitalli, E.J. 2000. The relationship between foreign language anxiety and attitudes toward multiculturalism in high-school students. MA thesis, Benedictine University, Lisle, IL.
  • Sylvén, K. and A. Thompson. 2015. Language learning motivation and CLIL: is there a connection? Journal of Immersion and Content-Based Language Education 3, no. 1: 28–50. doi:10.1075/jicb.3.1.02syl
  • Taguchi, T., M. Magid and M. Papi. 2009. The L2 motivational self system amongst Chinese, Japanese, and Iranian learners of English: a comparative study. In Motivation, Language Identity and the L2 Self, ed. Z. Dörnyei and E. Ushioda, 66–97. Bristol: Multilingual Matters.
  • Thompson, A. 2013. The interface of language aptitude and multilingualism: reconsidering the bilingual/multilingual dichotomy. Modern Language Journal 97, no. 3: 685–701. doi:10.1111/j.1540-4781.2013.12034.x
  • Thompson, A. and J. Lee. 2013. Anxiety and EFL: does multilingualism matter? International Journal of Bilingual Education and Bilingualism 16, no. 6: 730–49. doi:10.1080/13670050.2012.713322
  • Thompson, A. and E. Aslan. 2014. Multilingualism, perceived positive language interaction (PPLI), and learner beliefs: what do Turkish students believe? International Journal of Multilingualism. Published online. doi:10.1080/14790718.2014.973413
  • Thompson, A. and Z. Erdil-Moody. 2014. Operationalizing multilingualism: Language learning motivation in Turkey. International Journal of Bilingual Education and Bilingualism. Published online. doi:10.1080/13670050.2014.985631
  • Thompson, A. and C. Vásquez. 2015. Exploring motivational profiles through language learning narratives. Modern Language Journal 99, no. 1: 158–74. doi:10.1111/modl.12187
  • You, C. and L. Chan. 2015. The dynamics of L2 imagery in future motivational self-guides. In Motivational Dynamics in Language Learning, ed. Z. Dörnyei, P. D. MacIntyre and A. Henry, 397–418. Bristol: Multilingual Matters.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.