Hệ thống động lực bản thân L2 có thể nâng cao mong muốn giao tiếp như thế nào? Sự đóng góp của sự thích thú trong việc học ngoại ngữ và lo âu

Al-Hoorie, A. H. (2018). The L2 motivational self system: A meta-analysis. Studies in Second Language Learning and Teaching, 8(4), 721–754. https://doi.org/10.14746/SSLLT.2018.8.4.2

Alrabai, F. (2022). Modeling the relationship between classroom emotions, motivation, and learner willingness to communicate in EFL: Applying a holistic approach of positive psychology in SLA research. Journal of Multilingual and Multicultural Development, 1-19. https://doi.org/10.1080/01434632.2022.2053138

Al-Murtadha, M. (2019). Enhancing EFL learners’ willingness to communicate with visualization and goal‐setting activities. TESOL Quarterly, 53(1), 133–157. https://doi.org/10.1002/tesq.474

Al-Murtadha, M. (2020). Increasing EFL learner self-confidence with visualization tasks. ELT Journal, 74(2), 166–174. https://doi.org/10.1093/elt/ccaa009

Arslan, T., & Çiftçi, H. (2021). Second language motivational self system of sixth graders in Turkey: A correlational study. TESOL Journal, 12(1), e00518. https://doi.org/10.1002/tesj.518

Benesch, S. (2013). Considering emotions in critical English language teaching: Theories and praxis. Routledge.

Bieleke, M., Gogol, K., Goetz, T., Daniels, L., & Pekrun, R. (2021). The AEQ-S: A short version of the Achievement Emotions Questionnaire. Contemporary Educational Psychology, 65, 101940. https://doi.org/10.1016/j.cedpsych.2020.101940

Boo, Z., Dörnyei, Z., & Ryan, S. (2015). L2 motivation research 2005–2014: Understanding a publication surge and a changing landscape. System, 55, 145–157. https://doi.org/10.1016/j.system.2015.10.006

Budzińska, K., & Majchrzak, O. (2021). Positive psychology in second and foreign language education. Springer.

Chou, M. H. (2022). Investigating the mediating role of foreign language anxiety in students’ task goal orientations, perceived communication competence, English ability, and willingness to communicate in EMI classrooms. English Teaching & Learning, 1-20. https://doi.org/10.1007/s42321-022-00116-7

Cohen, J. (1988). Statistical power analysis for the behavioral sciences. Routledge Academic.

Csizér, K. (2019). The L2 motivational self system. In M. Lamb, K. Csizér, A. Henry, & S. Ryan (Eds.), The Palgrave handbook of motivation for language learning (pp. 71–93). Palgrave Macmillan.

Dewaele, J.-M. (2013). Emotions in multiple languages. Palgrave MacMillan.

Dewaele, J.-M., & Dewaele, L. (2017). The dynamic interactions in foreign language classroom anxiety and foreign language enjoyment of pupils aged 12 to 18. A pseudo-longitudinal investigation. Journal of the European Second Language Association, 1, 12–22. https://doi.org/10.22599/jesla.6

Dewaele, J. M., & Dewaele, L. (2018). Learner-internal and learner-external predictors of willingness to communicate in the FL classroom. Journal of the European Second Language Association, 2(1), 24–37. https://doi.org/10.22599/jesla.37

Dewaele, J.-M., & Dewaele, L. (2020). Are foreign language learners’ enjoyment and anxiety specific to the teacher? An investigation into the dynamics of learners’ classroom emotions. Second Language Learning and Teaching, 10(1), 45–65. https://doi.org/10.14746/ssllt.2020.10.1.3

Dewaele, J.-M., & MacIntyre, P. D. (2016). Foreign language enjoyment and foreign language classroom anxiety. The right and left feet of FL learning? In P. MacIntyre, T. Gregersen, & S. Mercer (Eds.), Positive psychology in SLA (pp. 215–236). Multilingual Matters.

Dewaele, J.-M., & MacIntyre, P. D. (2019). The predictive power of multicultural personality traits, learner and teacher variables on foreign language enjoyment and anxiety. In M. Sato & S. Loewen (Eds.), Evidence-based second language pedagogy: A collection of instructed second language acquisition studies (pp. 263–286). Routledge.

Dewaele, J. M., Witney, J., Saito, K., & Dewaele, L. (2018). Foreign language enjoyment and anxiety: The effect of teacher and learner variables. Language Teaching Research, 22(6), 676–697. https://doi.org/10.1177/1362168817692161

Dewaele, J. M., Chen, X., Padilla, A. M., & Lake, J. (2019). The flowering of positive psychology in foreign language teaching and acquisition research. Frontiers in Psychology, 2128. https://doi.org/10.3389/fpsyg.2019.02128

Dörnyei, Z. (2009). The L2 motivational self system. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 9–42). Multilingual Matters.

Ely, C. M. (1986). An analysis of discomfort, risk taking, sociability, and motivation in the L2 classroom. Language Learning, 36(1), 1–25. https://doi.org/10.1111/j.1467-1770.1986.tb00366.x

Eysenck, M. W., Derakshan, N., Santos, R., & Calvo, M. G. (2007). Anxiety and cognitive performance: Attentional control theory. Emotion, 7(2), 336. https://doi.org/10.1037/1528-3542.7.2.336

Feng, L., & Papi, M. (2020). Persistence in language learning: The role of grit and future self guides. Learning and Individual Differences, 81, 101904. https://doi.org/10.1016/j.lindif.2020.101904

Fredrickson, B. L. (2001). The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. American Psychologist, 56(3), 218–226. https://doi.org/10.1037/0003-066X.56.3.218

Ghasemi, A. A. (2018). Ideal self, visual learning styles, and L2 self confidence in predicting language proficiency and L2WTC: A structural equation modelling. English Teaching & Learning, 42(2), 185–205. https://doi.org/10.1007/s42321-018-0010-8

Hair, J. F., Hult, G. T. M., Ringle, C., & Sarstedt, M. (2017). A primer on partial least squares structural equation modeling (PLS-SEM). Sage Publications.

Hejazi, S. Y., & Sadoughi, M. (2022). How does teacher support contribute to learners’ grit? The role of learning enjoyment. Innovation in Language Learning and Teaching, 1-14. https://doi.org/10.1080/17501229.2022.2098961

Henseler, J., Ringle, C. M., & Sarstedt, M. (2015). A new criterion for assessing discriminant validity in variance-based structural equation modeling. Journal of the Academy of Marketing Science, 43(1), 115–135. https://doi.org/10.1007/s11747-014-0403-8

Jin, Y., & Zhang, L. J. (2018). The dimensions of foreign language classroom enjoyment and their effect on foreign language achievement. International Journal of Bilingual Education and Bilingualism, 24(7), 948–962. https://doi.org/10.1080/13670050.2018.1526253

Kang, S. J. (2005). Dynamic emergence of situational willingness to communicate in a second language. System, 33(2), 277–292. https://doi.org/10.1016/j.system.2004.10.004

Khajavy, G. H., Ghonsooly, B., Hosseini Fatemi, A., & Choi, C. W. (2016). Willingness to communicate in English: A microsystem model in the Iranian EFL classroom context. TESOL Quarterly, 50(1), 154–180. https://doi.org/10.1002/tesq.204

Kline, R. B. (2016). Principles and practice of structural equation modeling (4th ed.). The Guilford Press.

Kun, Y., Senom, F., & Peng, C. F. (2020). Relationship between Willingness to Communicate in English and Classroom Environment. Universal Journal of Educational Research, 8(9A), 41–50. https://doi.org/10.13189/ujer.2020.082006

Lan, G., Nikitina, L., & Woo, W. S. (2021). Ideal self and willingness to communicate: A moderated mediation model of shyness and grit. System, 99, 102503. https://doi.org/10.1016/j.system.2021.102503

Lee, J. S. (2022). The role of grit and classroom enjoyment in EFL learners’ willingness to communicate. Journal of Multilingual and Multicultural Development, 43(5), 452–468. https://doi.org/10.1080/01434632.2020.1746319

Lee, J. S., & Drajati, N. A. (2019). Affective variables and informal digital learning of English: Keys to willingness to communicate in a second language. Australasian Journal of Educational Technology, 35(5), 168–182. https://doi.org/10.14742/ajet.5177

Lee, J. S., & Lee, K. (2020). Role of L2 motivational self system on willingness to communicate of Korean EFL university and secondary students. Journal of Psycholinguistic Research, 49(1), 147–161. https://doi.org/10.1007/s10936-019-09675-6

Lee, J. S., & Lee, K. (2021). The role of informal digital learning of English and L2 motivational self system in foreign language enjoyment. British Journal of Educational Technology, 52(1), 358–373. https://doi.org/10.1111/bjet.12955

Lee, J. S., & Taylor, T. (2022). Positive psychology constructs and extramural English as predictors of primary school students’ willingness to communicate. Journal of Multilingual and Multicultural Development, 1-19. https://doi.org/10.1080/01434632.2022.2079650

Lee, J. S., Sylvén, L. K., & Lee, K. (2021). Cross-cultural insights into Korean and Swedish secondary school students’ willingness to communicate in a second language. Journal of Multilingual and Multicultural Development, 42(6), 522–536. https://doi.org/10.1080/01434632.2019.1708917

Li, C., Dewaele, J. M., & Hu, Y. (2021). Foreign language learning boredom: Conceptualization and measurement. Applied Linguistics Review. https://doi.org/10.1515/applirev-2020-0124

Lockley, T. (2013). Exploring self-perceived communication competence in foreign language learning. Studies in Second Language Learning and Teaching, 3(2), 187–212. https://doi.org/10.14746/ssllt.2013.3.2.3

Long, M. H. (1996). The role of the linguistic environment in second language acquisition. In W. C. Ritchie & T. K. Bhatia (Eds.), Handbook of second language acquisition (pp. 413–468). Academic Press.

Longobardi, C., Prino, L. E., Marengo, D., & Settanni, M. (2016). Student-teacher relationships as a protective factor for school adjustment during the transition from middle to high school. Frontiers in Psychology, 7, 1988. https://doi.org/10.3389/fpsyg.2016.01988

Lou, N. M., & Noels, K. A. (2019). Promoting growth in foreign and second language education: A research agenda for mindsets in language learning and teaching. System, 86, 102126. https://doi.org/10.1016/j.system.2019.102126

MacIntyre, P. D. (2007). Willingness to communicate in the second language: Understanding the decision to speak as a volitional process. Modern Language Journal, 91(4), 564–576. https://doi.org/10.1111/j.1540-4781.2007.00623.x

MacIntyre, P. D., & Gregersen, T. (2022). The idiodynamic method: Willingness to communicate and anxiety processes interacting in real time. International Review of Applied Linguistics in Language Teaching, 60(1), 67–84. https://doi.org/10.1515/iral-2021-0024

MacIntyre, P. D., Noels, K. A., & Clément, R. (1997). Biases in self ratings of second language proficiency: The role of language anxiety. Language Learning, 47(2), 265–287. https://doi.org/10.1111/0023-8333.81997008

MacIntyre, P. D., Clément, R., Dörnyei, Z., & Noels, K. A. (1998). Conceptualizing willingness to communicate in a L2: A situational model of L2 confidence and affiliation. The Modern Language Journal, 82(4), 545–562. https://doi.org/10.1111/j.1540-4781.1998.tb05543.x

MacIntyre, P., Baker, S., Clément, R., & Donovan, L. (2003). Talking in order to learn: Willingness to communicate and intensive language programs. Canadian Modern Language Review, 59(4), 589–608. https://doi.org/10.3138/cmlr.59.4.589

Mahmoodi, M. H., & Yousefi, M. (2021). Second language motivation research 2010–2019: A synthetic exploration. The Language Learning Journal, 1-24. https://doi.org/10.1080/09571736.2020.1869809

Olsen, M. (2017). Motivation, learner attrition, and the L2 motivational self system: A New Zealand study of heritage and non-heritage university language learners. PhD dissertation, Otago University, New Zealand.

Öz, H., Demirezen, M., & Pourfeiz, J. (2015). Willingness to communicate of EFL learners in Turkish context. Learning and Individual Differences, 37, 269–275. https://doi.org/10.1016/j.lindif.2014.12.009

Pan, C., & Zhang, X. (2021). A longitudinal study of foreign language anxiety and enjoyment. Language Teaching Research, 1-24. https://doi.org/10.1177/1362168821993341

Papi, M. (2010). The L2 motivational self-system, L2 anxiety, and motivated behavior: A structural equation modelling approach. System, 38(3), 467–479. https://doi.org/10.1016/j.system.2010.06.011

Papi, M., & Khajavy, G. H. (2021). Motivational mechanisms underlying second language achievement: A regulatory focus perspective. Language Learning, 71(2), 537–572. https://doi.org/10.1111/lang.12443

Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18(4), 315–341. https://doi.org/10.1007/s10648-006-9029-9

Pekrun, R., & Linnenbrink-Garcia, L. (2014). International handbook of emotions in education. Routledge.

Peng, J. E. (2015). L2 motivational self system, attitudes, and affect as predictors of L2 WTC: An imagined community perspective. The Asia-Pacific Education Researcher, 24(2), 433–443. https://doi.org/10.1007/s40299-014-0195-0

Peng, J.-E. (2022). Willingness to communicate. In S. Li, P. Hiver, & M. Papi (Eds.), The Routledge handbook of second language acquisition and individual differences (pp. 159–171). Routledge.

Peng, J. E., & Woodrow, L. (2010). Willingness to communicate in English: A model in the Chinese EFL classroom context. Language Learning, 60(4), 834–876. https://doi.org/10.1111/j.1467-9922.2010.00576.x

Piechurska-Kuciel, E. (2011). Perceived teacher support and language anxiety in Polish secondary school EFL learners. Studies in Second Language Learning and Teaching, 1(1), 83–100. https://doi.org/10.14746/ssllt.2011.1.1.5

Richards, J. C. (2022). Exploring emotions in language teaching. RELC Journal, 53(1), 225–239. https://doi.org/10.1177/0033688220927531

Sadoughi, M., & Hejazi, S. Y. (2021). Teacher support and academic engagement among EFL learners: The role of positive academic emotions. Studies in Educational Evaluation, 70, 101060. https://doi.org/10.1016/j.stueduc.2021.101060

Sadoughi, M., & Hejazi, S. Y. (2022a). Development and validation of foreign language teacher support scale (FLTSS). Language Testing in Asia, 12(1), 1–16. https://doi.org/10.1186/s40468-022-00186-1

Sadoughi, M., & Hejazi, S. Y. (2022b). The effect of teacher support on academic engagement: The serial mediation of learning experience and motivated learning behavior. Current Psychology, 1-12. https://doi.org/10.1007/s12144-022-03045-7

Sadoughi, M., & Hejazi, S. Y. (2023). Teacher support, growth language mindset, and academic engagement: The mediating role of L2 grit. Studies in Educational Evaluation.

Sadoughi, M., Hejazi, S. Y., & Lou, N. M. (2022). How do growth mindsets contribute to academic engagement in L2 classes? The mediating and moderating roles of the L2 motivational self system. Social Psychology of Education, 1-21. https://doi.org/10.1007/s11218-022-09744-0

Saito, K., Dewaele, J. M., Abe, M., & In'nami, Y. (2018). Motivation, emotion, learning experience, and second language comprehensibility development in classroom settings: A cross-sectional and longitudinal study. Language Learning, 68(3), 709–743. https://doi.org/10.1111/lang.12297

Seligman, M., & Csikszentmihalyi, M. (2000). Positive psychology: An introduction. American psychologist, 55(1), 5–14. https://doi.org/10.1037/0003-066X.55.1.5

Senior, R. (2006). The experience of language teaching. Cambridge University Press.

Senior, R. (2011). The role of humour in the development and maintenance of class cohesion. Prospect, 16(2), 45–54.

Shao, K., Pekrun, R., & Nicholson, L. J. (2019). Emotions in classroom language learning: What can we learn from achievement emotion research? System, 86, 102121. https://doi.org/10.1016/j.system.2019.102121

Taguchi, T., Magid, M., & Papi, M., (2009). The L2 motivational self system amongst Chinese, Japanese, and Iranian learners of English: a comparative study. In Z. Dörnyei, Z and E. Ushioda (eds.). Motivation, Language Identity and the L2 Self. (pp. 66–97). Clevedon: Multilingual Matters.

Tahmouresi, S., & Papi, M. (2021). Future selves, enjoyment and anxiety as predictors of L2 writing achievement. Journal of Second Language Writing, 53, 100837. https://doi.org/10.1016/j.jslw.2021.100837

Tavakoli, M., & Zarrinabadi, N. (2018). Differential effects of explicit and implicit corrective feedback on EFL learners’ willingness to communicate. Innovation in Language Learning and Teaching, 12(3), 247–259. https://doi.org/10.1080/17501229.2016.1195391

Wang, H., Peng, A., & Patterson, M. M. (2021). The roles of class social climate, language mindset, and emotions in predicting willingness to communicate in a foreign language. System, 99, 1–12. https://doi.org/10.1016/j.system.2021.102529

Wei, X., & Xu, Q. (2022). Predictors of willingness to communicate in a second language (L2 WTC): Toward an integrated L2 WTC model from the socio-psychological perspective. Foreign Language Annals, 55(1), 258–282. https://doi.org/10.1111/flan.12595

White, C. J. (2018). The emotional turn in applied linguistics and TESOL: Significance, challenges and prospects. In D. Martínez Agudo (Ed.), Emotions in second language teaching (pp. 19–34). Springer.

Yashima, T. (2022). Willingness to communicate in an L2. In T. Gregersen & S. Mercer (Eds.), The Routledge handbook of the psychology of language learning and teaching (pp. 260–271). Routledge.

Yashima, T., Zenuk-Nishide, L., & Shimizu, K. (2004). The influence of attitudes and affect on willingness to communicate and second language communication. Language Learning, 54(1), 119–152. https://doi.org/10.1111/j.1467-9922.2004.00250.x

Yousefi, M., & Mahmoodi, M. H. (2022). The L2 motivational self-system: A meta-analysis approach. International Journal of Applied Linguistics. https://doi.org/10.1111/ijal.12416

Zare-ee, A., & Hejazi, S. Y. (2017). University teachers’ views on English as the medium of instruction in an Iranian higher education institution. Arab World English Journal (AWEJ), 8(4). 467–485. https://doi.org/10.2139/ssrn.3094548

Zare-ee, A., & Hejazi, S. Y. (2018). Iranian University Learners' and Teachers' views on adopted and locally-developed English language teaching textbooks. International Journal of Instruction, 11(3), 291–308. https://doi.org/10.12973/iji.2018.11321a

Zare-ee, A., & Hejazi, S. Y. (2019). The effects of EFL teachers’ gender and experience on interaction patterns in undergraduate content classes. English Teaching & Learning, 43(3), 255–275. https://doi.org/10.1007/s42321-019-00028-z

Zarrinabadi, N., & Pawlak, M. (Eds.). (2021). New perspectives on willingness to communicate in a second language. Springer.

Zarrinabadi, N., & Tanbakooei, N. (2016). Willingness to communicate: Rise, development, and some future directions. Language and Linguistics Compass, 10(1), 30–45. https://doi.org/10.1111/lnc3.12176

Zhang, X. (2019). Foreign language anxiety and foreign language performance: A meta-analysis. The Modern Language Journal, 103(4), 763–781. https://doi.org/10.1111/modl.12590

Zhang, J., Beckmann, N., & Beckmann, J. F. (2018). To talk or not to talk: A review of situational antecedents of willingness to communicate in the second language classroom. System, 72, 226–239. https://doi.org/10.1016/j.system.2018.01.003

Zhang, H., Dai, Y., & Wang, Y. (2020). Motivation and second foreign language proficiency: The mediating role of foreign language enjoyment. Sustainability, 12(4), 1302. https://doi.org/10.3390/su12041302

Zhang, L. J., Saeedian, A., & Fathi, J. (2022). Testing a model of growth mindset, ideal self, boredom, and WTC in an EFL context. Journal of Multilingual and Multicultural Development, 1–16. https://doi.org/10.1080/01434632.2022.2100893

Zhou, L., Xi, Y., & Lochtman, K. (2020). The relationship between second language competence and willingness to communicate: The moderating effect of foreign language anxiety. Journal of Multilingual and Multicultural Development, 1–15. https://doi.org/10.1080/01434632.2020.1801697