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The influence of conversational English instructors on middle school students’ L2 selves and motivation: Structural equation modelling approach

  • Modern English Education
  • Abbr : MEESO
  • 2013, 14(2), pp.291-311
  • Publisher : The Modern English Education Society
  • Research Area : Humanities > English Language and Literature > English Language Teaching

양진숙 1

1University of Toronto

Accredited

ABSTRACT

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.

Citation status

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