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Rashvand Semiyari, shokouh, Ghorbani, Majid. (1402). Examining the Dynamic Interface between Motivation and Affect in Foreign Language Development with the Moderating Role of Gender and Working Memory. سامانه مدیریت نشریات علمی, (), -. doi: 10.22054/ilt.2023.69801.730
shokouh Rashvand Semiyari; Majid Ghorbani. "Examining the Dynamic Interface between Motivation and Affect in Foreign Language Development with the Moderating Role of Gender and Working Memory". سامانه مدیریت نشریات علمی, , , 1402, -. doi: 10.22054/ilt.2023.69801.730
Rashvand Semiyari, shokouh, Ghorbani, Majid. (1402). 'Examining the Dynamic Interface between Motivation and Affect in Foreign Language Development with the Moderating Role of Gender and Working Memory', سامانه مدیریت نشریات علمی, (), pp. -. doi: 10.22054/ilt.2023.69801.730
Rashvand Semiyari, shokouh, Ghorbani, Majid. Examining the Dynamic Interface between Motivation and Affect in Foreign Language Development with the Moderating Role of Gender and Working Memory. سامانه مدیریت نشریات علمی, 1402; (): -. doi: 10.22054/ilt.2023.69801.730

Examining the Dynamic Interface between Motivation and Affect in Foreign Language Development with the Moderating Role of Gender and Working Memory

Issues in Language Teaching
مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 31 تیر 1402
نوع مقاله: Research Paper
شناسه دیجیتال (DOI): 10.22054/ilt.2023.69801.730
نویسندگان
shokouh Rashvand Semiyari* ؛ Majid Ghorbani
TEFL Dept., The Humanities, East Tehran Branch, IAU.
چکیده
Motivation and affect as two salient variables in L2 development are no longer seen as the stable individual difference factors they were once believed to be. Influenced by process-oriented approaches and by increasing understanding of how the complex dynamic system theory (CDST) works, researchers have been emphasizing the holistic, non-modular, dynamic and changeable nature of motivation and affect to-date. Accordingly, this study utilized the principles underlying the CDST perspective to examine the interrelationships between Iranian EFL learners’ motivational and affective factors mediated by working memory and gender over an academic semester. To this end, 445 pre-intermediate male and female students completed the motivation questionnaire and L2 Enjoyment Scale four times with one-month intervals during an academic semester and Working Memory Scale once in the beginning of the term. Relationships that emerged indicated both motivational and affective stability and fluctuation over a semester of instruction at one month intervals. The findings also illustrated how these factors are inseparable from students’ learning context. Implications of study and directions for further research were also discussed.
کلیدواژه‌ها
Complex Dynamic System Theory؛ ideal L2 Selfown/other؛ ought-to L2 Selfown/other؛ L2 Enjoyment؛ Working Memory
آمار
تعداد مشاهده مقاله: 120


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