The Impact of Out-of-School Factors on Motivation to Learn English : Self-discrepancies, Beliefs, and Experiences of Self-authenticity
(2017) In Applied Linguistics 38(5). p.713-736- Abstract
- English is today learnt in multitudes of settings worldwide, making it difficult to characterize relationships between motivation and context in generalized terms (Ushioda 2013). In settings where students have extensive encounters with English outside school, a reluctance to invest effort in formal learning has been observed. To investigate ways in which out-of-school encounters impact on motivation, questionnaire data was obtained from 116 upper secondary students in Sweden. Structural equation modelling was used to test a series of hypotheses generated from emerging research into language learners identities, beliefs and self-authenticity appraisals. Results revealed that, compared to reference studies from settings where English lacks... (More)
- English is today learnt in multitudes of settings worldwide, making it difficult to characterize relationships between motivation and context in generalized terms (Ushioda 2013). In settings where students have extensive encounters with English outside school, a reluctance to invest effort in formal learning has been observed. To investigate ways in which out-of-school encounters impact on motivation, questionnaire data was obtained from 116 upper secondary students in Sweden. Structural equation modelling was used to test a series of hypotheses generated from emerging research into language learners identities, beliefs and self-authenticity appraisals. Results revealed that, compared to reference studies from settings where English lacks similar prominence, the Ideal L2 Self accounted for substantially less of the explained variance on a criterion measure. This can be accounted for by the limited discrepancy between current and ideal L2 selves. Results also indicate that beliefs about the efficacy of learning in natural environments have a negative impact on motivation in school, and that appraisals of self-authenticity may have a similar effect, although methodological challenges make this contention difficult to substantiate. (Less)
Please use this url to cite or link to this publication:
https://lup.lub.lu.se/record/77d17f11-bdc6-4c4d-8fa2-aed45b86eae5
- author
- Henry, Alastair LU and Cliffordson, Christina
- publishing date
- 2017
- type
- Contribution to journal
- publication status
- published
- subject
- keywords
- english, motivation, Sweden, Specific Languages, Studier av enskilda språk
- in
- Applied Linguistics
- volume
- 38
- issue
- 5
- pages
- 24 pages
- publisher
- Oxford University Press
- external identifiers
-
- scopus:85031822579
- ISSN
- 0142-6001
- DOI
- 10.1093/applin/amv060
- language
- English
- LU publication?
- no
- additional info
- 2018-01-10T22:42:43.943+01:00
- id
- 77d17f11-bdc6-4c4d-8fa2-aed45b86eae5
- alternative location
- http://urn.kb.se/resolve?urn=urn:nbn:se:hv:diva-8731
- date added to LUP
- 2023-09-06 09:06:29
- date last changed
- 2023-09-21 14:56:35
@article{77d17f11-bdc6-4c4d-8fa2-aed45b86eae5,
abstract = {{English is today learnt in multitudes of settings worldwide, making it difficult to characterize relationships between motivation and context in generalized terms (Ushioda 2013). In settings where students have extensive encounters with English outside school, a reluctance to invest effort in formal learning has been observed. To investigate ways in which out-of-school encounters impact on motivation, questionnaire data was obtained from 116 upper secondary students in Sweden. Structural equation modelling was used to test a series of hypotheses generated from emerging research into language learners identities, beliefs and self-authenticity appraisals. Results revealed that, compared to reference studies from settings where English lacks similar prominence, the Ideal L2 Self accounted for substantially less of the explained variance on a criterion measure. This can be accounted for by the limited discrepancy between current and ideal L2 selves. Results also indicate that beliefs about the efficacy of learning in natural environments have a negative impact on motivation in school, and that appraisals of self-authenticity may have a similar effect, although methodological challenges make this contention difficult to substantiate.}},
author = {{Henry, Alastair and Cliffordson, Christina}},
issn = {{0142-6001}},
keywords = {{english; motivation; Sweden; Specific Languages; Studier av enskilda språk}},
language = {{eng}},
number = {{5}},
pages = {{713--736}},
publisher = {{Oxford University Press}},
series = {{Applied Linguistics}},
title = {{The Impact of Out-of-School Factors on Motivation to Learn English : Self-discrepancies, Beliefs, and Experiences of Self-authenticity}},
url = {{http://dx.doi.org/10.1093/applin/amv060}},
doi = {{10.1093/applin/amv060}},
volume = {{38}},
year = {{2017}},
}