Effective Communication and Support in Asynchronous Online Forums and Synchronous Online Tutorials

Helga Adams and Jo Fayram (The Open University, UK)

An intrinsic part of studying languages in Distance Learning organisations such as the Open University, UK, is participation in asynchronous forums and synchronous tutorials. The aim of this talk is to focus on one aspect of pedagogy, i.e., effective online communication, as a means of confidence-building to maximise student engagement.


Vocabulary Learning Strategies Use among EFL Learners’ Word Attrition

Thamer Alharthi (King Abdulaziz University, Saudi Arabia)

This longitudinal research investigates what vocabulary learning strategies that might contribute to vocabulary attrition or maintenance by EFL graduate students in a Saudi Arabian college. The outcome revealed that the use of repetition with Arabic translation had a significant effect on their attrition in the long term.


Community Engagement for Learning Language: A Motivational Factor towards Autonomy

Laura Ambrosio & Stephane Sophie Cardinal (University of Ottawa, Canada)

We will present scopes and challenges associated with community service learning used to improve the learning experience of university learners of a second language. This pedagogical choice is seen as a way to develop autonomy, motivation and confidence of the students in their objective to communicate in the target language.


Training for Metacognitive Awareness: A Case Study in L2 Reading Fluency

Neil J. Anderson (Brigham Young University, USA)

This presentation reports on a course designed for university students to improve metacognitive awareness in the execution of academic reading strategies. The research focused on: (1) After receiving explicit instruction on metacognitive, which strategies do students actually report using? (2) Do the reported strategies improve student performance on academic reading tasks? Training for metacognitive awareness results in significant improvements in reading for university success.


Motivation to Study an Official Language: A Canadian Adolescent Perspective

Stephanie Arnott (University of Ottawa, Canada)

Using Dornyei’s Motivational Self Systems framework (2009), this study presents findings from an investigation of five Canadian high school students who defied high attrition rates by choosing to continue studying French as a second official language. Implications for future qualitative research adopting this framework in related contexts will be discussed.


Agency, Motivation and Context Promoting Successful Language Learning Experiences

Climene Arruda (FUMEC University, Brazil)

This talk shows evidence that Brazilian students do learn English as a foreign language at regular schools, against all odds. Data comes from narrative research with eight public and private- school students and four teachers. Results demonstrate that successful learning experiences are related to agency, motivation and situated context.


Dynamics of Language Motivation: a Study with EAP Learners

Flavia Azeredo & Shellwyn Badger (Federal University of Minas Gerais, Brazil)

The study investigates learners’ motivation within the L2 Motivational Self System Framework (Dörnyei and Clement, 2001; Dörnyei, 2005) and their achievement in an English for Academic Purposes (EAP) course. The context is a Brazilian federal university, and the research examines a new federal policy and a specific student population.


A Brazilian Experience of Autonomy Development Scaffolded by Motivation Management

Maria Raquel de Andrade Bambirra (Federal Center of Technological Education of Minas, Brazil)

In this talk I present the results of an eighteen-month investigation which confirmed the suitability of Dörnyei & Ottó’s (1998) process model of motivation for L2 learning during a learner’s autonomy development journey. Her L2 learning profile and qualitative data from her motivation management will be presented to support findings.


Assessment for Learning and Teachers’ Use of L2 Motivational Techniques

Rachel Basse (Universidad Autonoma Madrid, Spain)

This study seeks to determine the influence of Assessment for Learning (AfL) on the use of motivational L2 strategies in bilingual primary schools in Spain. Classroom data was coded on a discourse level in order to determine whether AfL is an effective methodology in motivating students to learn a L2.


The Ecology of Language Learning Beliefs, Emotions, and Identities

Ana Maria Ferreira Barcelos (Federal University of Viçosa, Brazil)

In this talk, I explore how beliefs, emotions, and identities ecologically co-construct each other and form beneficial or restrictive formations that guide earners and teachers to their outcomes. I show sow contexts of believing, emotioning, and/or identifying eventually entail the other concepts that guide and create us.


Longitudinal Analysis of Academic Emotions in German French Language Classes

Christian Beermann (University of Hamburg, Germany)

This study examined the development of enjoyment, boredom, anger and anxiety in French language classrooms in German schools in a six-wave longitudinal study. Latent Growth Curve Models revealed a decline of enjoyment, increase of boredom and anger and a non-systematic trajectory of anxiety.


The Role of Personality in the Development of Linguistic Giftedness

Adriana Biedroń (Pomeranian Academy in Słupsk, Poland)

The present study investigated an array of personality factors as predictors of foreign language aptitude in 126 foreign language learners. The subjects of the study were 44 accomplished multilinguals and 82 mainstream English philology students. Four psychological tests were implemented in the study, including the Revised NEO-Five Factor Inventory.


Exploring Learner Beliefs and Motivation of Minority Bilingual Language Learners

Enikő Biró (Babes-Bolyai University, Romania)

The present study investigates learner beliefs of dominant bilinguals, belonging to the Hungarian minority in Romania. The results of content analysis of 20 interviews with students from three universities reveal the patterns of language learning beliefs, in relation to motivation and attitude towards the two languages (Romanian and English).


Pre-Service Primary Teachers’ Beliefs and Emotions About Writing

Marilisa Birello (Universitat Autònoma de Barcelona, Spain)

In this talk we present the results of an exploratory study on pre-service primary teachers’ beliefs and their conceptualizations of writing and its learning process. We also deal with how these pre-service teachers express in their narratives their emotions related to this learning.


Ideal and Ought Selves of Spanish Students of English

Imelda Katherine Brady (Catholic University San Antonio of Murcia, Spain)

This talk presents the results of a study on the ideal self profile of the university population of the Region of Murcia, Spain and centres, in particular, on the variable international posture and implications of this new L2 motivational variable for language instruction in Spain.


Investigating ESL Teachers’ CLaims and Students’ Reports on Motivational Strategies

Katie Bokan-Smith (University of Sydney, Australia)

This study addresses the lack of empirical evidence in L2 research by investigating similarities and divergences between adult ESL teachers’ self-evaluations and students’ perceptions of motivational strategies. Findings from this study can help teachers select more effective teaching methods and refine our understanding of teachers’ and students’ perceptions of motivation.