期刊
LANGUAGE TEACHING RESEARCH
卷 16, 期 3, 页码 317-335出版社
SAGE PUBLICATIONS LTD
DOI: 10.1177/1362168812436898
关键词
action research; foreign language learning; possible selves; motivation; self-regulation
This article presents an overview of action research conducted in an EFL university context, regarding primarily the relationship between individual possible self-images, socially constructed possible self-images, and language-learning motivation. The study used three cycles of action research over the course of one IS-week university semester, utilizing mixed-methods data collection and analysis. The results provide support for the assertion that initially inquiring with students as to their language possible self-images might assist the teacher to create more motivating lessons through self-enhancement activities. Furthermore, the article provides context-dependent evidence that assisting students to focus their language-learning possible self-images may positively affect motivation and bring a heightened recognition of self-regulation in language learning.
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