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Motivational Dispositions Predict Qualitative Differences in Oral Task Performance

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Title: Motivational Dispositions Predict Qualitative Differences in Oral Task Performance
Language: English
Authors: Mostafa Papi (ORCID 0000-0003-4309-0483), Mijin Eom, Yiran Zhang (ORCID 0000-0002-6165-5022), Yang Zhou (ORCID 0000-0001-6793-7330), Zachary Whiteside
Source: Studies in Second Language Acquisition. 2023 45(5):1261-1286.
Availability: Cambridge University Press. 100 Brook Hill Drive, West Nyack, NY 10994. Tel: 800-872-7423; Tel: 845-353-7500; Fax: 845-353-4141; e-mail: subscriptions_newyork@cambridge.org; Web site: https://www.cambridge.org/core/what-we-publish/journals
Peer Reviewed: Y
Page Count: 26
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Descriptors: Second Language Learning, Language Proficiency, Oral Language, Learning Motivation, Language Fluency, Syntax
DOI: 10.1017/S0272263123000220
ISSN: 0272-2631
1470-1545
Abstract: The study examined how learners' motivational dispositions predict the complexity, accuracy, fluency of their oral task performance and their overall second language proficiency. Eighty-one speakers of English as a second language in the United States completed a regulatory focus and a regulatory mode questionnaire, an oral interview task, and a picture description task. Regression analyses showed a meaningful pattern of results. The assessment mode (concerned with analysis, evaluation, and comparison) contributed to syntactic and lexical complexity, the reduction of dysfluencies, and overall English proficiency, whereas the locomotion mode (concerned with acting without deliberation) positively predicted the speed measure of fluency and the total number of errors. The prevention focus (concerned with stability, security, and safety) negatively predicted lexical sophistication, whereas the promotion focus (concerned with advancement, accomplishments, and growth) predicted overall English proficiency. Theoretical and instructional implications were discussed.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1438136
Database: ERIC
FullText Text:
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  Data: Motivational Dispositions Predict Qualitative Differences in Oral Task Performance
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Mostafa+Papi%22">Mostafa Papi</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4309-0483">0000-0003-4309-0483</externalLink>)<br /><searchLink fieldCode="AR" term="%22Mijin+Eom%22">Mijin Eom</searchLink><br /><searchLink fieldCode="AR" term="%22Yiran+Zhang%22">Yiran Zhang</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6165-5022">0000-0002-6165-5022</externalLink>)<br /><searchLink fieldCode="AR" term="%22Yang+Zhou%22">Yang Zhou</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6793-7330">0000-0001-6793-7330</externalLink>)<br /><searchLink fieldCode="AR" term="%22Zachary+Whiteside%22">Zachary Whiteside</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Studies+in+Second+Language+Acquisition%22"><i>Studies in Second Language Acquisition</i></searchLink>. 2023 45(5):1261-1286.
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  Data: Cambridge University Press. 100 Brook Hill Drive, West Nyack, NY 10994. Tel: 800-872-7423; Tel: 845-353-7500; Fax: 845-353-4141; e-mail: subscriptions_newyork@cambridge.org; Web site: https://www.cambridge.org/core/what-we-publish/journals
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  Data: Y
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  Data: 26
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  Data: 2023
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Proficiency%22">Language Proficiency</searchLink><br /><searchLink fieldCode="DE" term="%22Oral+Language%22">Oral Language</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Motivation%22">Learning Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Fluency%22">Language Fluency</searchLink><br /><searchLink fieldCode="DE" term="%22Syntax%22">Syntax</searchLink>
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  Data: 10.1017/S0272263123000220
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  Data: 0272-2631<br />1470-1545
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  Data: The study examined how learners' motivational dispositions predict the complexity, accuracy, fluency of their oral task performance and their overall second language proficiency. Eighty-one speakers of English as a second language in the United States completed a regulatory focus and a regulatory mode questionnaire, an oral interview task, and a picture description task. Regression analyses showed a meaningful pattern of results. The assessment mode (concerned with analysis, evaluation, and comparison) contributed to syntactic and lexical complexity, the reduction of dysfluencies, and overall English proficiency, whereas the locomotion mode (concerned with acting without deliberation) positively predicted the speed measure of fluency and the total number of errors. The prevention focus (concerned with stability, security, and safety) negatively predicted lexical sophistication, whereas the promotion focus (concerned with advancement, accomplishments, and growth) predicted overall English proficiency. Theoretical and instructional implications were discussed.
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  Data: 2024
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        Value: 10.1017/S0272263123000220
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      – Text: English
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      Pagination:
        PageCount: 26
        StartPage: 1261
    Subjects:
      – SubjectFull: Second Language Learning
        Type: general
      – SubjectFull: Language Proficiency
        Type: general
      – SubjectFull: Oral Language
        Type: general
      – SubjectFull: Learning Motivation
        Type: general
      – SubjectFull: Language Fluency
        Type: general
      – SubjectFull: Syntax
        Type: general
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      – TitleFull: Motivational Dispositions Predict Qualitative Differences in Oral Task Performance
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            NameFull: Mostafa Papi
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            NameFull: Yang Zhou
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            NameFull: Zachary Whiteside
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              Y: 2023
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