The Impact of an Intensive English Reading Course Based on the Production-Oriented Approach on the L2 Motivational Self System Among Chinese University English Majors From a Dynamic Systems Theory Perspective
This article reports on a study that took a Dynamic Systems Theory (DST) perspective to second language (L2) motivational self system (L2MSS). More specifically, it investigated the influence of an Intensive English Reading course based on the Production-Oriented Approach (POA) upon the L2MSS of Chi...
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2022-01-01
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| Series: | Frontiers in Psychology |
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| Online Access: | https://www.frontiersin.org/articles/10.3389/fpsyg.2021.761093/full |
| _version_ | 1818732994040430592 |
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| author | Chili Li Chujia Zhou Chujia Zhou Wen Zhang |
| author_facet | Chili Li Chujia Zhou Chujia Zhou Wen Zhang |
| author_sort | Chili Li |
| collection | DOAJ |
| description | This article reports on a study that took a Dynamic Systems Theory (DST) perspective to second language (L2) motivational self system (L2MSS). More specifically, it investigated the influence of an Intensive English Reading course based on the Production-Oriented Approach (POA) upon the L2MSS of Chinese university English majorsfrom the DST perspective. To this end, two intact classes composed of 50 students were assigned into experimental group (EG) (N = 23) and control group (CG) (N = 27), who responded to an L2MSS scale before and after the one-semester intervention. Eight and five students were respectively selected using the purposive sampling method from the experimental and control groups for follow-up semi-structured interviews. The quantitative results revealed that the overall and dimensional (Ideal L2 Self and L2 Learning Experience) levels of L2MSS were significantly strengthened over time in the EG while kept stable in the CG. The qualitative results suggested that the enhanced Ideal L2 Self of the participants stemmed from an attractor basin that was deepened by a number of attractors encompassing Output Tasks and Peer Performance. The interview results also showed that the increased L2 Learning Experience of the participants pertained to an attractor basin that was consolidated by an array of attractors containing Output Tasks, Teacher Guidance, Group Discussion, and Peer Assessment. The findings indicated that the attractors at the subjective and social dimensions in the POA-based course collectively worked together to cause changes in L2MSS among the participants. The implications for intervening L2 motivation from a POA approach in English as a Foreign Language (EFL) classrooms were discussed. |
| first_indexed | 2024-12-17T23:42:24Z |
| format | Article |
| id | doaj.art-71479d798dda4ab5b90bd36406719e9e |
| institution | Directory Open Access Journal |
| issn | 1664-1078 |
| language | English |
| last_indexed | 2024-12-17T23:42:24Z |
| publishDate | 2022-01-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj.art-71479d798dda4ab5b90bd36406719e9e2022-12-21T21:28:24ZengFrontiers Media S.A.Frontiers in Psychology1664-10782022-01-011210.3389/fpsyg.2021.761093761093The Impact of an Intensive English Reading Course Based on the Production-Oriented Approach on the L2 Motivational Self System Among Chinese University English Majors From a Dynamic Systems Theory PerspectiveChili Li0Chujia Zhou1Chujia Zhou2Wen Zhang3School of Foreign Languages, Hubei University of Technology, Wuhan, ChinaSchool of Foreign Languages, Hubei University of Technology, Wuhan, ChinaNew Channel Wuhan School, Wuhan, ChinaJianghan Oilfield Senior Middle School, Qianjiang, ChinaThis article reports on a study that took a Dynamic Systems Theory (DST) perspective to second language (L2) motivational self system (L2MSS). More specifically, it investigated the influence of an Intensive English Reading course based on the Production-Oriented Approach (POA) upon the L2MSS of Chinese university English majorsfrom the DST perspective. To this end, two intact classes composed of 50 students were assigned into experimental group (EG) (N = 23) and control group (CG) (N = 27), who responded to an L2MSS scale before and after the one-semester intervention. Eight and five students were respectively selected using the purposive sampling method from the experimental and control groups for follow-up semi-structured interviews. The quantitative results revealed that the overall and dimensional (Ideal L2 Self and L2 Learning Experience) levels of L2MSS were significantly strengthened over time in the EG while kept stable in the CG. The qualitative results suggested that the enhanced Ideal L2 Self of the participants stemmed from an attractor basin that was deepened by a number of attractors encompassing Output Tasks and Peer Performance. The interview results also showed that the increased L2 Learning Experience of the participants pertained to an attractor basin that was consolidated by an array of attractors containing Output Tasks, Teacher Guidance, Group Discussion, and Peer Assessment. The findings indicated that the attractors at the subjective and social dimensions in the POA-based course collectively worked together to cause changes in L2MSS among the participants. The implications for intervening L2 motivation from a POA approach in English as a Foreign Language (EFL) classrooms were discussed.https://www.frontiersin.org/articles/10.3389/fpsyg.2021.761093/fullIntensive English Reading courseChinese university English majorsProduction-Oriented ApproachL2 Motivational Self SystemDynamic Systems Theory |
| spellingShingle | Chili Li Chujia Zhou Chujia Zhou Wen Zhang The Impact of an Intensive English Reading Course Based on the Production-Oriented Approach on the L2 Motivational Self System Among Chinese University English Majors From a Dynamic Systems Theory Perspective Frontiers in Psychology Intensive English Reading course Chinese university English majors Production-Oriented Approach L2 Motivational Self System Dynamic Systems Theory |
| title | The Impact of an Intensive English Reading Course Based on the Production-Oriented Approach on the L2 Motivational Self System Among Chinese University English Majors From a Dynamic Systems Theory Perspective |
| title_full | The Impact of an Intensive English Reading Course Based on the Production-Oriented Approach on the L2 Motivational Self System Among Chinese University English Majors From a Dynamic Systems Theory Perspective |
| title_fullStr | The Impact of an Intensive English Reading Course Based on the Production-Oriented Approach on the L2 Motivational Self System Among Chinese University English Majors From a Dynamic Systems Theory Perspective |
| title_full_unstemmed | The Impact of an Intensive English Reading Course Based on the Production-Oriented Approach on the L2 Motivational Self System Among Chinese University English Majors From a Dynamic Systems Theory Perspective |
| title_short | The Impact of an Intensive English Reading Course Based on the Production-Oriented Approach on the L2 Motivational Self System Among Chinese University English Majors From a Dynamic Systems Theory Perspective |
| title_sort | impact of an intensive english reading course based on the production oriented approach on the l2 motivational self system among chinese university english majors from a dynamic systems theory perspective |
| topic | Intensive English Reading course Chinese university English majors Production-Oriented Approach L2 Motivational Self System Dynamic Systems Theory |
| url | https://www.frontiersin.org/articles/10.3389/fpsyg.2021.761093/full |
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