File Download

There are no files associated with this item.

  Links for fulltext
     (May Require Subscription)
Supplementary

Article: Learner motivation in self-access language learning

TitleLearner motivation in self-access language learning
Authors
KeywordsL2 Motivational Self System
learner autonomy
Motivation
self-access language learning
Issue Date2017
Citation
Innovation in Language Learning and Teaching, 2017, v. 11 n. 2, p. 159-176 How to Cite?
AbstractThis paper reports on the findings of a study looking at students’ motivation to engage in Self-Access Language Learning (SALL) while taking an English for Academic Purposes course which contains a substantial integrated SALL component. To-date there has been limited research into the motivation of such students but it is an important area of research because the extent to which students will make use of and benefit from SALL is likely to be strongly influenced by the type of motivation they experience. Using the framework of the L2 Motivational Self System created by (Dörnyei, 2005, 2009) and data from a questionnaire survey and interviews, this paper categorises the kinds of motivation seen among the students and then discusses the relevance of the findings for promoting and supporting the use of SALL among these and similar students.
Persistent Identifierhttp://hdl.handle.net/10722/217997
ISSN
2020 SCImago Journal Rankings: 0.552
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorGardner, DP-
dc.contributor.authorYung, KWH-
dc.date.accessioned2015-09-18T06:20:32Z-
dc.date.available2015-09-18T06:20:32Z-
dc.date.issued2017-
dc.identifier.citationInnovation in Language Learning and Teaching, 2017, v. 11 n. 2, p. 159-176-
dc.identifier.issn1750-1229-
dc.identifier.urihttp://hdl.handle.net/10722/217997-
dc.description.abstractThis paper reports on the findings of a study looking at students’ motivation to engage in Self-Access Language Learning (SALL) while taking an English for Academic Purposes course which contains a substantial integrated SALL component. To-date there has been limited research into the motivation of such students but it is an important area of research because the extent to which students will make use of and benefit from SALL is likely to be strongly influenced by the type of motivation they experience. Using the framework of the L2 Motivational Self System created by (Dörnyei, 2005, 2009) and data from a questionnaire survey and interviews, this paper categorises the kinds of motivation seen among the students and then discusses the relevance of the findings for promoting and supporting the use of SALL among these and similar students.-
dc.languageeng-
dc.relation.ispartofInnovation in Language Learning and Teaching-
dc.subjectL2 Motivational Self System-
dc.subjectlearner autonomy-
dc.subjectMotivation-
dc.subjectself-access language learning-
dc.titleLearner motivation in self-access language learning-
dc.typeArticle-
dc.identifier.emailGardner, DP: dgardner@hku.hk-
dc.identifier.emailYung, KWH: wyunghku@hku.hk-
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1080/17501229.2015.1088545-
dc.identifier.scopuseid_2-s2.0-84945207113-
dc.identifier.hkuros252162-
dc.identifier.volume11-
dc.identifier.issue2-
dc.identifier.spage159-
dc.identifier.epage176-
dc.identifier.eissn1750-1237-
dc.identifier.isiWOS:000419645000005-
dc.identifier.issnl1750-1229-

Export via OAI-PMH Interface in XML Formats


OR


Export to Other Non-XML Formats