KJCKorea
Journal Central

@article{ART001772370},
author={양진숙},
title={The influence of conversational English instructors on middle school students’ L2 selves and motivation: Structural equation modelling approach},
journal={Modern English Education},
issn={1598-0782},
year={2013},
volume={14},
number={2},
pages={291-311}

TY - JOUR
AU - 양진숙
TI - The influence of conversational English instructors on middle school students’ L2 selves and motivation: Structural equation modelling approach
JO - Modern English Education
PY - 2013
VL - 14
IS - 2
PB - The Modern English Education Society
SP - 291
EP - 311
SN - 1598-0782
AB - Using structural equation modelling approach, the current study investigates the ways in which Conversational English Instructors (CEI) influence on middle school students'L2 selves and motivation. Grounded in Dörnyei's (2005, 2009) L2 motivational self system, a model representing the relationships between CIE, students' L2 selves, and other submotivational constructs was developed. A total number of 367 data were used to analyze the proposed model. The results confirmed the validity of predicted relationships among the constructs. Specifically, it was found that the CEI positively affected the students' interest in L2 learning as well as L2 class involvement, which in turn influenced the creation of possible L2 selves. Further analysis indicates that the students' L2 learning interest demonstrates siginificant causal-effect relationships with ideal L2 self, promotion- and prevention-focused motivation. On the other hand, L2class involvement, mediated by CIE, only affected the students' prevention-focused motivation. Along with the call for professional support for CIE, this study recommends CIE to deploy diverse L2 motivational strategies in order to promote students' balanced L2 self development.
KW - Conversational English Teachers;L2 motivational self system;student perception on teachers
DO -
UR -
ER -

양진숙. (2013). The influence of conversational English instructors on middle school students’ L2 selves and motivation: Structural equation modelling approach. Modern English Education, 14(2), 291-311.

양진숙. 2013, "The influence of conversational English instructors on middle school students’ L2 selves and motivation: Structural equation modelling approach", Modern English Education, vol.14, no.2 pp.291-311.

양진숙 "The influence of conversational English instructors on middle school students’ L2 selves and motivation: Structural equation modelling approach" Modern English Education 14.2 pp.291-311 (2013) : 291.

양진숙. The influence of conversational English instructors on middle school students’ L2 selves and motivation: Structural equation modelling approach. 2013; 14(2), 291-311.

양진숙. "The influence of conversational English instructors on middle school students’ L2 selves and motivation: Structural equation modelling approach" Modern English Education 14, no.2 (2013) : 291-311.

양진숙. The influence of conversational English instructors on middle school students’ L2 selves and motivation: Structural equation modelling approach. Modern English Education, 14(2), 291-311.

양진숙. The influence of conversational English instructors on middle school students’ L2 selves and motivation: Structural equation modelling approach. Modern English Education. 2013; 14(2) 291-311.

양진숙. The influence of conversational English instructors on middle school students’ L2 selves and motivation: Structural equation modelling approach. 2013; 14(2), 291-311.

양진숙. "The influence of conversational English instructors on middle school students’ L2 selves and motivation: Structural equation modelling approach" Modern English Education 14, no.2 (2013) : 291-311.