The language-learning self, self-enhancement activities, and self perceptual change
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Richard Sampson [1]
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[1] Gunma National College of Technology, Japan
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- Localización: Language teaching research, ISSN 1362-1688, Vol. 16, Nº. 3, 2012, págs. 317-335
- Idioma: inglés
- Texto completo no disponible (Saber más ...)
- Dialnet Métricas: 2 Citas
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Resumen
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 15-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.
