The DOI matches its Crossref record; 34 of the 34 references it cites were found in a registry or an index.
Towards a better understanding of the L2 Learning Experience, the Cinderella of the L2 Motivational Self System
Open accessAbstract
The theoretical emphasis within the L2 Motivational Self System has typically been on the two future self-guides representing possible (ideal and ought-to) selves, leaving the third main dimension of the construct, the L2 Learning Experience, somewhat undertheorized. Yet, this third component is not secondary in importance, as evidenced by empirical studies that consistently indicate that the L2 Learning Experience is not only a strong predictor of various criterion measures but is often the most powerful predictor of motivated behavior. This paper begins with an analysis of possible reasons for this neglect and then draws on the notion of student engagement in educational psychology to offer a theoretical framework for the concept. It is proposed that the L2 Learning Experience may be defined as the perceived quality of the learners’ engagement with various aspects of the language learning process.
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Citations
Cites
School Engagement: Potential of the Concept, State of the Evidence
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004) · Review of Educational Research · doi:10.3102/00346543074001059 · Cited by 12,581
Markus, H., & Nurius, P. (1986) · American Psychologist · doi:10.1037/0003-066x.41.9.954 · Cited by 5,806
(1985) · Cited by 4,527
Handbook of Research on Student Engagement
(2012) · doi:10.1007/978-1-4614-2018-7 · Cited by 3,050
2. The L2 Motivational Self System
Dörnyei, Z. (2009) · Motivation, Language Identity and the L2 Self · doi:10.21832/9781847691293-003 · Cited by 2,052
Self-citationEngagement and disaffection in the classroom: Part of a larger motivational dynamic?
Skinner, E., Furrer, C., Marchand, G., & Kindermann, T. (2008) · Journal of Educational Psychology · doi:10.1037/a0012840 · Cited by 2,037
The Psychology of the Language Learner Revisited
Dornyei, Z., & Ryan, S. (2015) · doi:10.4324/9781315779553 · Cited by 1,518
Student Engagement: What Is It? Why Does It Matter?
Finn, J. D., & Zimmer, K. S. (2012) · Handbook of Research on Student Engagement · doi:10.1007/978-1-4614-2018-7_5 · Cited by 1,139 · cited 1×
“…student engagement as a multi-faceted concept, typically distinguishing between behavioral, cognitive, affective and social aspects (see e.g., Finn & Zimmer, 2012; for a detailed recent application of this multidimensional conception to L2 tasks, see Philp & Duchesne, 2016), but I believe…”
Fredricks, J. A., & McColskey, W. (2012) · Handbook of Research on Student Engagement · doi:10.1007/978-1-4614-2018-7_37 · Cited by 1,052
The Challenges of Defining and Measuring Student Engagement in Science
Sinatra, G. M., Heddy, B. C., & Lombardi, D. (2015) · Educational Psychologist · doi:10.1080/00461520.2014.1002924 · Cited by 1,044
Cited by
Teacher support and academic engagement among EFL learners: The role of positive academic emotions
Sadoughi, M., & Hejazi, S. Y. (2021) · Studies in Educational Evaluation · doi:10.1016/j.stueduc.2021.101060 · Cited by 259
Tai, K. W. H., & Choi, K. C. K. (2026) · Journal of Multilingual and Multicultural Development · doi:10.1080/01434632.2025.2580563 · Cited by 11
Metadata
- Authors
- Dörnyei, Z.
- Venue
- Studies in Second Language Learning and Teaching
- Publisher
- Adam Mickiewicz University Poznan
- Published
- 2019-03-22
- Volume
- 9
- Issue
- 1
- Pages
- 19-30
- ISSN
- 2083-5205 (ISSN-L)
- 2084-1965
- OpenAlex
- W2925304772
- Cited by
- 363
- References
- 34
- FWCI
- 156.34
- Type
- journal article
- Language
- en
- Open access
- diamond
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- Dörnyei, Z. (2019). Towards a better understanding of the L2 Learning Experience, the Cinderella of the L2 Motivational Self System. Studies in Second Language Learning and Teaching. https://doi.org/10.14746/ssllt.2019.9.1.2
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
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