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  1. Artikel ; Online: From Demotivation to Remotivation

    Fatemah H. Albalawi / Ali H. Al-Hoorie

    SAGE Open, Vol

    A Mixed-Methods Investigation

    2021  Band 11

    Abstract: Research into language learning demotivation has tended to focus on the identification of discrete factors resulting in demotivation. In this article, we report an investigation into the interrelationship among factors eventually leading to demotivation ... ...

    Abstract Research into language learning demotivation has tended to focus on the identification of discrete factors resulting in demotivation. In this article, we report an investigation into the interrelationship among factors eventually leading to demotivation using a sequential exploratory mixed-methods design. In Study 1, 13 participants were interviewed about their demotivation experiences and what factors, they perceived, had led to demotivation over a period of 12 months. We then used these results to formulate a demotivation model. In Study 2, we tested the generalizability of this model on a larger sample ( N = 2044). Using structural equation modeling, our results showed that the model fit the data, and most of its paths were statistically significant. This model showed that having a fixed mindset had one direct and two indirect paths to demotivation. The two indirect paths were through lowering the learner’s ideal L2 self and through feeling disappointed by setbacks. We discuss the implication of our findings for language learning and teaching.
    Schlagwörter History of scholarship and learning. The humanities ; AZ20-999 ; Social Sciences ; H
    Sprache Englisch
    Erscheinungsdatum 2021-08-01T00:00:00Z
    Verlag SAGE Publishing
    Dokumenttyp Artikel ; Online
    Datenquelle BASE - Bielefeld Academic Search Engine (Lebenswissenschaftliche Auswahl)

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  2. Artikel ; Online: The Fundamental Difference Hypothesis

    Ali H. Al-Hoorie / Phil Hiver

    SAGE Open, Vol

    Expanding the Conversation in Language Learning Motivation

    2020  Band 10

    Abstract: In this study, we examine the fundamental difference hypothesis in language motivation, which suggests that language learning—at the motivational level—is qualitatively different from learning other school subjects. Despite being a long-standing ... ...

    Abstract In this study, we examine the fundamental difference hypothesis in language motivation, which suggests that language learning—at the motivational level—is qualitatively different from learning other school subjects. Despite being a long-standing assumption, few investigations have directly examined it. Using a comparative cross-sectional approach, we adapted the L2 Motivational Self System and collected data from South Korean high school students ( N = 644) related to their motivation to learn English (L2), Chinese (L3), and mathematics (a nonlanguage subject). Contrary to the fundamental difference hypothesis, the L2 Motivational Self System fit these three subjects well and did not reveal clear uniqueness pointing toward a qualitative difference in favor of language learning motivation. We use these findings to discuss the possibility of a more global and parsimonious learning motivation theory to accommodate multiple languages in addition to nonlanguage subjects. We also discuss the need for language learning researchers to reengage with other learning sciences.
    Schlagwörter History of scholarship and learning. The humanities ; AZ20-999 ; Social Sciences ; H
    Thema/Rubrik (Code) 370
    Sprache Englisch
    Erscheinungsdatum 2020-09-01T00:00:00Z
    Verlag SAGE Publishing
    Dokumenttyp Artikel ; Online
    Datenquelle BASE - Bielefeld Academic Search Engine (Lebenswissenschaftliche Auswahl)

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  3. Artikel ; Online: Sixty Years of Language Motivation Research

    Ali H. Al-Hoorie

    SAGE Open, Vol

    2017  Band 7

    Abstract: This article offers a historical analysis of the major themes that the language motivation field has examined in its 60-year history. The discussion starts by briefly reviewing the social-psychological and the situated–cognitive periods. The former was ... ...

    Abstract This article offers a historical analysis of the major themes that the language motivation field has examined in its 60-year history. The discussion starts by briefly reviewing the social-psychological and the situated–cognitive periods. The former was primarily concerned with affective factors in intergroup relations, while the latter with learners in classroom contexts. The second half of the article surveys a number of emerging themes in the field to highlight major findings and potential future directions. These themes include the dynamic, affective, unconscious, and long-term aspects of motivation to learn English and other languages, as well as the implications of the pervasive presence of technology in daily life.
    Schlagwörter History of scholarship and learning. The humanities ; AZ20-999 ; Social Sciences ; H
    Sprache Englisch
    Erscheinungsdatum 2017-03-01T00:00:00Z
    Verlag SAGE Publishing
    Dokumenttyp Artikel ; Online
    Datenquelle BASE - Bielefeld Academic Search Engine (Lebenswissenschaftliche Auswahl)

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  4. Artikel ; Online: Teaching open and reproducible scholarship

    Madeleine Pownall / Flávio Azevedo / Laura M. König / Hannah R. Slack / Thomas Rhys Evans / Zoe Flack / Sandra Grinschgl / Mahmoud M. Elsherif / Katie A. Gilligan-Lee / Catia M. F. de Oliveira / Biljana Gjoneska / Tamara Kalandadze / Katherine Button / Sarah Ashcroft-Jones / Jenny Terry / Nihan Albayrak-Aydemir / Filip Děchtěrenko / Shilaan Alzahawi / Bradley J. Baker /
    Merle-Marie Pittelkow / Lydia Riedl / Kathleen Schmidt / Charlotte R. Pennington / John J. Shaw / Timo Lüke / Matthew C. Makel / Helena Hartmann / Mirela Zaneva / Daniel Walker / Steven Verheyen / Daniel Cox / Jennifer Mattschey / Tom Gallagher-Mitchell / Peter Branney / Yanna Weisberg / Kamil Izydorczak / Ali H. Al-Hoorie / Ann-Marie Creaven / Suzanne L. K. Stewart / Kai Krautter / Karen Matvienko-Sikar / Samuel J. Westwood / Patrícia Arriaga / Meng Liu / Myriam A. Baum / Tobias Wingen / Robert M. Ross / Aoife O'Mahony / Agata Bochynska / Michelle Jamieson / Myrthe Vel Tromp / Siu Kit Yeung / Martin R. Vasilev / Amélie Gourdon-Kanhukamwe / Leticia Micheli / Markus Konkol / David Moreau / James E. Bartlett / Kait Clark / Gwen Brekelmans / Theofilos Gkinopoulos / Samantha L. Tyler / Jan Philipp Röer / Zlatomira G. Ilchovska / Christopher R. Madan / Olly Robertson / Bethan J. Iley / Samuel Guay / Martina Sladekova / Shanu Sadhwani

    Royal Society Open Science, Vol 10, Iss

    a critical review of the evidence base for current pedagogical methods and their outcomes

    2023  Band 5

    Abstract: In recent years, the scientific community has called for improvements in the credibility, robustness and reproducibility of research, characterized by increased interest and promotion of open and transparent research practices. While progress has been ... ...

    Abstract In recent years, the scientific community has called for improvements in the credibility, robustness and reproducibility of research, characterized by increased interest and promotion of open and transparent research practices. While progress has been positive, there is a lack of consideration about how this approach can be embedded into undergraduate and postgraduate research training. Specifically, a critical overview of the literature which investigates how integrating open and reproducible science may influence student outcomes is needed. In this paper, we provide the first critical review of literature surrounding the integration of open and reproducible scholarship into teaching and learning and its associated outcomes in students. Our review highlighted how embedding open and reproducible scholarship appears to be associated with (i) students' scientific literacies (i.e. students’ understanding of open research, consumption of science and the development of transferable skills); (ii) student engagement (i.e. motivation and engagement with learning, collaboration and engagement in open research) and (iii) students' attitudes towards science (i.e. trust in science and confidence in research findings). However, our review also identified a need for more robust and rigorous methods within pedagogical research, including more interventional and experimental evaluations of teaching practice. We discuss implications for teaching and learning scholarship.
    Schlagwörter higher education ; open research ; open scholarship ; open science ; pedagogy ; teaching ; Science ; Q
    Thema/Rubrik (Code) 020
    Sprache Englisch
    Erscheinungsdatum 2023-05-01T00:00:00Z
    Verlag The Royal Society
    Dokumenttyp Artikel ; Online
    Datenquelle BASE - Bielefeld Academic Search Engine (Lebenswissenschaftliche Auswahl)

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