Author:
Marszalek Jacob M.,Balagna Diane,Kim Alissa K.,Patel Shivani A.
Abstract
An increasingly globalized economy requires a workforce with multilingual capability. However, the United States education system has de-emphasized foreign language learning, such as in the No Child Left Behind Act (NCLB), hurting the recruitment and retention of foreign language learners. To compensate, educators may be able to increase the retention of foreign language learners by fostering intrinsic motivation, but not much currently is known about relevant factors. The present study examined the association of intrinsic motivation and one relevant factor, dispositional flow, in foreign language learners. A sample of 116 foreign language learners was administered the L2 Motivational Self Scale and the Dispositional Flow Scale-2. Good evidence of construct validity was obtained for the scale scores, and a significant positive correlation of.45 was found between the constructs using confirmatory factor analysis. The results suggest dispositional flow is an important factor to consider for increasing intrinsic motivation in foreign language learners.
Reference75 articles.
1. Extensive reading in a challenging environment: a comparison of extensive and intensive reading approaches in Saudi Arabia;Al-Homoud;Lang. Teach. Res.,2009
2. The L2 motivational self system: a meta-analysis;Al-Hoorie;Stud. Sec. Lang. Learn. Teach.,2008
3. Presenting and evaluating qualitative research;Anderson;Am. J. Pharm. Educ.,2010
4. The importance of motivation in second language acquisition;Anjomshoa;Int. J. Stud. English Lang. Literat.,2015
5. Flow in e-learning: what drives it and why it matters;Ardura;Br. J. Educ. Technol.,2017
Cited by
3 articles.
订阅此论文施引文献
订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献