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A Study of Chinese University English Majors’ L2 Motivational Self

100%
Liu M.
Theory and Practice of Second Language Acquisition
|
2020
|
vol. 6
|
issue 2
67-85
DE
Als eine bedeutende affektive Variable hat die Motivation immer die Aufmerksamkeit der Forscher des Lernprozesses einer Zweit-/Fremdsprache (SL/FL) auf sich gezogen und spielt dabei eine Schlüsselrolle, was in den bisherigen Untersuchungen nachgewiesen wurde. Angesichts der Komplexität und Dynamik verdient die Motivation dennoch Aufmerksamkeit. Angeregt durch das vor kurzem von Dörnyei (2005, 2009) vorgeschlagene „Modell der motivierenden Persönlichkeit der Zweitsprache“ untersucht diese Studie das „motivierende Ego“ von chinesischen Studierenden der englischen Philologie, indem die gemischten Forschungsansätze angewendet werden. 101 Studierende der renommierten Peking-Universität nahmen an der Umfrage teil, und 15 davon beteiligten sich auch am Interview. Die Analyse der gesammelten Informationen ergab Folgendes: 1) die Probanden waren im Allgemeinen zum Lernen hoch motiviert, hatten ihre deutlich herauskristallisierte Vision von sich selbst als künftig kompetente Verwender des Englischen, schätzten ihre bisherigen Erfahrungen mit dem Sprachenlernen positiv ein und bewerteten ziemlich zuverlässig die Mängel ihres eigenen „zweitsprachlichen Ichs“; 2) Studierende der letzten Jahre erklärten einen deutlich höheren Sprachstandard als ihre gewünschte „zweitsprachliche Identität“ und stellten eine positivere Wahrnehmung ihrer eigenen sprachlichen Erfahrung dar. Diese Schlussfolgerungen ermöglichen es, die Diskussion über pädagogische Implikationen zu entwickeln und die Richtungen für weitere Studien zu umreißen.
EN
As a highly important affective variable, motivation has always been a focus of research in second/foreign language (SL/FL) learning and proved to play a critical role in SL/FL learning. Even so, considering the complex and dynamic nature of SL/FL motivation, it always deserves research. Guided by the newly proposed framework of L2 Motivational Self System (Dörnyei, 2005, 2009), the present mixed-method study hence explored Chinese English majors’ L2 motivational self. One hundred and one English majors from a prestigious university in Beijing answered the questionnaire and 15 of them were interviewed in the present study. Analyses of the data revealed the following main findings: 1) the participants were generally highly motivated to learn English, had vivid images of themselves as proficient English users in the future, had positive appraisals of their L2 learning experiences, and had a moderately good perception of their ought-to L2 self, 2) senior students reported having significantly higher ideal L2 self and held more positive attitudes towards English learning experience. Based on these findings, some pedagogical implications and suggestions for future research are discussed.
2
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Focus and Effects of Peer and Machine Feedback on Chinese University EFL Learners’ Revisions of English Argumentative Essays

100%
Liu M.
Theory and Practice of Second Language Acquisition
|
2021
|
vol. 7
|
issue 1
75-98
DE
In Anlehnung an eine empirische Untersuchung präsentiert der vorliegende Artikel die Ziele und Ergebnisse eines kollegialen und automatisierten Feedbacks (engl. peer feedback, machine feedback) bei der Korrektur des Inhalts eines englischsprachigen Argumentationsaufsatzes. An der Untersuchung nahmen 127 Studierende einer chinesischen Universität teil, für die Englisch eine Fremdsprache ist. Die gesammelten Daten entstammen verschiedenen Versionen des Aufsatzes (Arbeitsversion Nr. 1, kollegiales Feedback (PF), Arbeitsversion Nr. 2 – basiert auf kollegialem Feedback, automatisiertes Feedback (MF), Arbeitsversion Nr. 2 – basiert auf automatisiertem Feedback) sowie Fragebögen und aufgenommenen Interviews. Aus der Analyse erhobener Daten ergeben sich wesentliche Unterschiede in Bezug auf die erhaltenen Feedbacks, die im Text auf Grundlage verschiedener Versionen des Aufsatzes im Einzelnen erläutert werden. Es wird beispielsweise unter Beweis gestellt, dass das kollegiale Feedback in erster Linie auf inhaltliche Fehler konzentriert war, während sich das automatisierte Feedback meistens auf sprachliche Fehler bezog. In Anlehnung an die durchgeführte Analyse werden Implikationen betreffend kollegiales und automatisiertes Feedback präsentiert.
EN
The present mixed-method study examined the foci and effects of peer and machine feedback on the revisions of Chinese university EFL learners’ English argumentative essays. The data included Draft 1, peer feedback (PF), PF-based Draft 2, machine feedback (MF), MF-based feedback, questionnaires, and interview recordings. The main findings were: (a) peer feedback was primarily concerned with content errors, while machine feedback mainly involved non-content errors, (b) significant differences occurred in errors of most types between Draft 1, PF and PF-based Draft 2, and between Draft 1, MF, and MF-based Draft 2, (c) the intake of ‘introducing a new topic in Conclusion’ was a powerful predictor of PF-based Draft 2 scores, and (d) the participants generally moderately considered peer and machine feedback to be useful. Based on the findings, some implications are discussed on how to better implement and enhance the quality of peer and machine feedback.
3
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Chinese University Students’ Beliefs about English Language Learning and Self-efficacy

100%
Liu M.
Theory and Practice of Second Language Acquisition
|
2023
|
vol. 9
|
issue 1
1-25
EN
Learners’ beliefs on language learning and perceived self-efficacy are important to the success of their second/foreign language (SL/FL) learning. To reveal the general profiles of and relationship between Chinese students’ beliefs about English learning and self-efficacy, the present study examined beliefs about English learning and self-efficacy held by Chinese university EFL (English as a FL) learners at differing English proficiency levels. A total of 1,698 students from a top university in Beijing answered a battery of questionnaires. The results revealed a general overview of the students’ beliefs about the nature of language learning and the roles of teachers, feedback and learning strategies, and self-efficacy. Another major finding was that participants at different English proficiency levels differed significantly from one another in beliefs about language learning and self-efficacy.
4
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An investigation of Chinese university EFL learner’s foreign language reading anxiety, reading strategy use and reading comprehension performance

63%
Lu Z., Liu M.
Studies in Second Language Learning and Teaching
|
2015
|
vol. 5
|
issue 1
65-85
EN
The present study explored the interrelations between foreign language (FL) reading anxiety, FL reading strategy use and their interactive effect on FL reading comprehension performance at the tertiary level in China. Analyses of the survey data collected from 1702 university students yielded the following results: (a) Both Foreign Language Reading Anxiety Scale (FLRAS) and Foreign Language Reading Strategy Use Scale (FLRSUS) had important subcomponents, (b) more than half of the students generally did not feel anxious when reading English, and were confident in and satisfied with their English reading proficiency. Meanwhile, (c) more than half of them moderately used different types of reading strategies such as planning, checking and confirming, predicting and assessing, when reading English, (d) compared with their female peers, male students felt significantly more anxious when facing reading activities, less satisfied with their English reading proficiency, and used specific analyzing and planning strategies significantly less often during a reading activity, (e) FLRAS was significantly inversely related to FLRSUS, and both were significantly correlated with the students’ FL reading comprehension performance, and (f) FLRAS (overall FL reading anxiety), FLRAS1 (general anxiety about FL reading), and FLRSUS2 (predicting strategies) were good predictors of FL reading comprehension performance. Based on the findings, some implications are discussed.
5
Publication available in full text mode
Content available

An investigation of Chinese university EFL learner's foreign language reading anxiety, reading strategy use and reading comprehension performance

63%
Lu Z., Liu M.
Studies in Second Language Learning and Teaching
|
2015
|
vol. 5
|
issue 1
65-85
EN
The present study explored the interrelations between foreign language (FL) reading anxiety, FL reading strategy use and their interactive effect on FL reading comprehension performance at the tertiary level in China. Analyses of the survey data collected from 1702 university students yielded the following results: (a) Both Foreign Language Reading Anxiety Scale (FLRAS) and Foreign Language Reading Strategy Use Scale (FLRSUS) had important subcomponents, (b) more than half of the students generally did not feel anxious when reading English, and were confident in and satisfied with their English reading proficiency. Meanwhile, (c) more than half of them moderately used different types of reading strategies such as planning, checking and confirming, predicting and assessing, when reading English, (d) compared with their female peers, male students felt significantly more anxious when facing reading activities, less satisfied with their English reading proficiency, and used specific analyzing and planning strategies significantly less often during a reading activity, (e) FLRAS was significantly inversely related to FLRSUS, and both were significantly correlated with the students’ FL reading comprehension performance, and (f) FLRAS (overall FL reading anxiety), FLRAS1 (general anxiety about FL reading), and FLRSUS2 (predicting strategies) were good predictors of FL reading comprehension performance. Based on the findings, some implications are discussed.
6
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Academic and linguistic gains during a semester long study abroad: A cohort case study

51%
Cai W., Li X., Liu M.
Studies in Second Language Learning and Teaching
|
2013
|
vol. 3
|
issue 4
505-522
EN
The present case study investigated university students’ academic and linguistic gains during a semester-long exchange program abroad. Thirty three third-year English majors from a Chinese university answered a battery of questionnaires and 13 of them participated in semi-structured interviews both prior to and after the program. Analyses of the data showed that the participants gained greatly from the exchange program both academically and linguistically. Based on the findings, some implications about exchange programs are discussed.
7
Content available remote

Academic and linguistic gains during a semester-long study abroad: A cohort case study

51%
Cai W., Li X., Liu M.
Studies in Second Language Learning and Teaching
|
2013
|
vol. 3
|
issue 4
505-522
EN
The present case study investigated university students’ academic and linguistic gains during a semester-long exchange program abroad. Thirty three third-year English majors from a Chinese university answered a battery of questionnaires and 13 of them participated in semi-structured interviews both prior to and after the program. Analyses of the data showed that the participants gained greatly from the exchange program both academically and linguistically. Based on the findings, some implications about exchange programs are discussed.
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