About this product

Product Identifiers

PublisherMultilingual Matters

ISBN-101800412746

ISBN-139781800412743

eBay Product ID (ePID)22067380850

Product Key Features

Number of Pages162 Pages

LanguageEnglish

Publication NameMotivation, Autonomy and Emotions in Foreign Language Learning : A Multi-Perspective Investigation in Hungary

Publication Year2024

SubjectGeneral, Study & Teaching, Personality, Linguistics / Psycholinguistics

TypeLanguage Course

AuthorAnna Zólyomi, Ágnes Albert, KATA Csizér, Dávid Smid

Subject AreaForeign Language Study, Language Arts & Disciplines, Psychology

SeriesPsychology of Language Learning and Teaching Ser.

FormatTrade Paperback

Dimensions

Item Height0.3 in

Item Weight9.2 Oz

Item Length9.2 in

Item Width6.2 in

Additional Product Features

Intended AudienceScholarly & Professional

LCCN2024-021408

Dewey Edition23

ReviewsThis book presents a large scale rigorously designed and executed mixed-methods project, giving insights into hitherto unexplored areas of individual differences. Based on the intriguing results of the survey and the teacher interview data, the authors offer hands-on pedagogical suggestions that are relevant far beyond the Hungarian context. The volume is a must-have for research students, scholars and practitioners interested in individual differences and the methods that can be applied to study them., Using data from foreign language learners and teachers in Hungarian secondary schools, the authors do a superb job of painting an intriguing picture of the interplay of motivation, autonomy and self-efficacy, as well as positive and negative emotions. Their findings offer crucial insights that extend far beyond one specific context. I wholeheartedly recommend this book to anyone interested in the role of individual variation in learning additional languages., This exemplary large-scale study is a mixed-methods research gem. Readers interested in motivation and emotions will discover a series of interrelated findings presented with clarity, in detailed and nuanced ways. This book inspires thoughtful consideration of similarities and differences between teacher and learner psychology and how they change over time., The volume stands out for its systematic examination of motivation, autonomy, emotions, and self-efficacy within a less commonly researched EFL context [and] arrives at a timely moment when educational systems worldwide are grappling with the effects of digital transformation and the need to understand learner profiles in increasingly diverse and challenging contexts., This book presents a large-scale rigorously designed and executed mixed-methods project, giving insights into hitherto unexplored areas of individual differences. Based on the intriguing results of the survey and the teacher interview data, the authors offer hands-on pedagogical suggestions that are relevant far beyond the Hungarian context. The volume is a must-have for research students, scholars and practitioners interested in individual differences and the methods that can be applied to study them.

Series Volume Number27

Dewey Decimal418.0071

Table Of ContentTables Acknowledgments Chapter 1. Introduction Chapter 2. The Context and the Research Study Chapter 3. The Theoretical Background of the Study Chapter 4. Methods Chapter 5. Results and Discussion: Dispositions and Views of Participants Chapter 6. Results and Discussion: Teachers' Views of the Individual Chapter 7. Results and Discussion: Student Profiles Chapter 8. Results and Discussion: The Comparative Analysis of Student and Teacher Perspectives Chapter 9. Conclusion Appendices References Index

SynopsisThis book highlights the roles of individual difference variables on the language learning process, exploring them from both the students' and the teachers' perspectives. The comparative analysis of these two datasets yields interactional results that have the potential to shape classroom learning in the future., This book highlights the roles of several individual difference (ID) variables on the language learning process, exploring them from both the students' and the teachers' perspectives. It presents the results of a large-scale, mixed-methods investigation which was conducted with secondary school pupils and their teachers in Hungary. The quantitative questionnaire data is used to analyze the English language learners' motivation, autonomy and self-efficacy beliefs, and to examine the relationships between these and a wide range of positive and negative emotions. The qualitative data, consisting of interviews with teachers, gives voice not only to an understanding of student-related ID variables but also to teachers' reflections on their own cognitive, affective and behavioral processes. Taken together, the contrastive analysis of these two datasets yields interactional results that provide fresh insights into the language learning process and practical classroom applications.

LC Classification NumberPB36.C75 2025