#L2MSS ⚔️
🔓 Al-Hoorie, A. H., Hiver, P., & In’nami, Y. (2025). Looking beyond the L2 Motivational Self System: Lessons from two “lost” decades. Studies in Second Language Acquisition, 47(4), 1193–1204. doi.org/10.1017/S027...
🔓 Al-Hoorie, A. H., Hiver, P., & In’nami, Y. (2025). Looking beyond the L2 Motivational Self System: Lessons from two “lost” decades. Studies in Second Language Acquisition, 47(4), 1193–1204. doi.org/10.1017/S027...
Looking beyond the L2 Motivational Self System | Studies in Second Language Acquisition | Cambridge Core
Looking beyond the L2 Motivational Self System - Volume 47 Issue 4
doi.org
December 12, 2025 at 8:41 AM
#L2MSS ⚔️
🔓 Al-Hoorie, A. H., Hiver, P., & In’nami, Y. (2025). Looking beyond the L2 Motivational Self System: Lessons from two “lost” decades. Studies in Second Language Acquisition, 47(4), 1193–1204. doi.org/10.1017/S027...
🔓 Al-Hoorie, A. H., Hiver, P., & In’nami, Y. (2025). Looking beyond the L2 Motivational Self System: Lessons from two “lost” decades. Studies in Second Language Acquisition, 47(4), 1193–1204. doi.org/10.1017/S027...
#L2MSS ⚔️
🔓 Nagle, C. (2025). With “crisis” comes opportunity: Using invariance testing to understand and improve measurement models (A response to Al-Hoorie et al., 2024). Studies in Second Language Acquisition, 47(4), 1184–1192. doi.org/10.1017/S027...
🔓 Nagle, C. (2025). With “crisis” comes opportunity: Using invariance testing to understand and improve measurement models (A response to Al-Hoorie et al., 2024). Studies in Second Language Acquisition, 47(4), 1184–1192. doi.org/10.1017/S027...
With “crisis” comes opportunity: Using invariance testing to understand and improve measurement models (A response to Al-Hoorie et al., 2024) | Studies in Second Language Acquisition | Cambridge Core
With “crisis” comes opportunity: Using invariance testing to understand and improve measurement models (A response to Al-Hoorie et al., 2024) - Volume 47 Issue 4
doi.org
December 12, 2025 at 8:32 AM
#L2MSS ⚔️
🔓 Nagle, C. (2025). With “crisis” comes opportunity: Using invariance testing to understand and improve measurement models (A response to Al-Hoorie et al., 2024). Studies in Second Language Acquisition, 47(4), 1184–1192. doi.org/10.1017/S027...
🔓 Nagle, C. (2025). With “crisis” comes opportunity: Using invariance testing to understand and improve measurement models (A response to Al-Hoorie et al., 2024). Studies in Second Language Acquisition, 47(4), 1184–1192. doi.org/10.1017/S027...
#L2MSS ⚔
🔓 Vitta, J. P., Leeming, P., & Nicklin, C. (2025). Interpreting the semi-partial correlation as a multiple regression-bound (not a bivariate) metric. Studies in Second Language Acquisition, 47(4), 1148–1169. doi.org/10.1017/S027...
🔓 Vitta, J. P., Leeming, P., & Nicklin, C. (2025). Interpreting the semi-partial correlation as a multiple regression-bound (not a bivariate) metric. Studies in Second Language Acquisition, 47(4), 1148–1169. doi.org/10.1017/S027...
Interpreting the semi-partial correlation as a multiple regression-bound (not a bivariate) metric: A methods-oriented response to Papi and Teimouri’s (2024) response to Al-Hoorie et al. (2024) | Studies in Second Language Acquisition | Cambridge Core
Interpreting the semi-partial correlation as a multiple regression-bound (not a bivariate) metric: A methods-oriented response to Papi and Teimouri’s (2024) response to Al-Hoorie et al. (2024) -…
doi.org
December 3, 2025 at 3:19 PM
#L2MSS ⚔
🔓 Vitta, J. P., Leeming, P., & Nicklin, C. (2025). Interpreting the semi-partial correlation as a multiple regression-bound (not a bivariate) metric. Studies in Second Language Acquisition, 47(4), 1148–1169. doi.org/10.1017/S027...
🔓 Vitta, J. P., Leeming, P., & Nicklin, C. (2025). Interpreting the semi-partial correlation as a multiple regression-bound (not a bivariate) metric. Studies in Second Language Acquisition, 47(4), 1148–1169. doi.org/10.1017/S027...
#L2MSS 🇺🇸
🔓 Akiding, M., & Winke, P. (2025). L2 motivation, anxiety, and intended effort among learners of African languages in the United States. Foreign Language Annals. Advance online publication. doi.org/10.1111/flan...
🔓 Akiding, M., & Winke, P. (2025). L2 motivation, anxiety, and intended effort among learners of African languages in the United States. Foreign Language Annals. Advance online publication. doi.org/10.1111/flan...
doi.org
November 9, 2025 at 1:19 PM
#L2MSS 🇺🇸
🔓 Akiding, M., & Winke, P. (2025). L2 motivation, anxiety, and intended effort among learners of African languages in the United States. Foreign Language Annals. Advance online publication. doi.org/10.1111/flan...
🔓 Akiding, M., & Winke, P. (2025). L2 motivation, anxiety, and intended effort among learners of African languages in the United States. Foreign Language Annals. Advance online publication. doi.org/10.1111/flan...
「言語教育学（中国語）」という（わたしが担当するのは畏れ多い名前の）科目のレポートを採点していて思うのだが……
(1) L2MSS (L2 motivational self system) は学生にとって理解しやすいらしい。自分の経験をこの枠組みで分析できる。
(2) Cumminsの共通基底言語能力という概念は理解しにくい、というか記憶されにくい。たぶんこれは授業で提示した具体例が乏しかったせいだろうと思う。
(3) 日本語話者の中国語学習者の中間言語の分析は最も困難な課題。これは言語学的な素養が必要だから無理もないか。
(1) L2MSS (L2 motivational self system) は学生にとって理解しやすいらしい。自分の経験をこの枠組みで分析できる。
(2) Cumminsの共通基底言語能力という概念は理解しにくい、というか記憶されにくい。たぶんこれは授業で提示した具体例が乏しかったせいだろうと思う。
(3) 日本語話者の中国語学習者の中間言語の分析は最も困難な課題。これは言語学的な素養が必要だから無理もないか。
August 12, 2025 at 2:45 AM
「言語教育学（中国語）」という（わたしが担当するのは畏れ多い名前の）科目のレポートを採点していて思うのだが……
(1) L2MSS (L2 motivational self system) は学生にとって理解しやすいらしい。自分の経験をこの枠組みで分析できる。
(2) Cumminsの共通基底言語能力という概念は理解しにくい、というか記憶されにくい。たぶんこれは授業で提示した具体例が乏しかったせいだろうと思う。
(3) 日本語話者の中国語学習者の中間言語の分析は最も困難な課題。これは言語学的な素養が必要だから無理もないか。
(1) L2MSS (L2 motivational self system) は学生にとって理解しやすいらしい。自分の経験をこの枠組みで分析できる。
(2) Cumminsの共通基底言語能力という概念は理解しにくい、というか記憶されにくい。たぶんこれは授業で提示した具体例が乏しかったせいだろうと思う。
(3) 日本語話者の中国語学習者の中間言語の分析は最も困難な課題。これは言語学的な素養が必要だから無理もないか。
Further criticism of L2MSS
🔓 Henry, A., & Liu, M. (2025). Splitting the L2 self-guide: Ways forward for motivation research. Language Teaching Research Quarterly, 48, 30-49. doi.org/10.32038/ltr...
🔓 Henry, A., & Liu, M. (2025). Splitting the L2 self-guide: Ways forward for motivation research. Language Teaching Research Quarterly, 48, 30-49. doi.org/10.32038/ltr...
doi.org
July 26, 2025 at 9:17 AM
Further criticism of L2MSS
🔓 Henry, A., & Liu, M. (2025). Splitting the L2 self-guide: Ways forward for motivation research. Language Teaching Research Quarterly, 48, 30-49. doi.org/10.32038/ltr...
🔓 Henry, A., & Liu, M. (2025). Splitting the L2 self-guide: Ways forward for motivation research. Language Teaching Research Quarterly, 48, 30-49. doi.org/10.32038/ltr...
📢New IRIS upload📢
Huang, J., & Mizumoto, A. (2025). Postprint of Journal Article “The role of generative AI in mediating L2MSS and engagement with written feedback in EFL learning: A structural equation modeling approach.” IRIS Database, University of York, UK. doi.org/10.48316/V5V...
Huang, J., & Mizumoto, A. (2025). Postprint of Journal Article “The role of generative AI in mediating L2MSS and engagement with written feedback in EFL learning: A structural equation modeling approach.” IRIS Database, University of York, UK. doi.org/10.48316/V5V...
doi.org
July 14, 2025 at 9:10 AM
📢New IRIS upload📢
Huang, J., & Mizumoto, A. (2025). Postprint of Journal Article “The role of generative AI in mediating L2MSS and engagement with written feedback in EFL learning: A structural equation modeling approach.” IRIS Database, University of York, UK. doi.org/10.48316/V5V...
Huang, J., & Mizumoto, A. (2025). Postprint of Journal Article “The role of generative AI in mediating L2MSS and engagement with written feedback in EFL learning: A structural equation modeling approach.” IRIS Database, University of York, UK. doi.org/10.48316/V5V...
<< #Motivation Day >>
Our next public event on Zoom will be on Saturday, January 18th, 2025 (1:30PM-4:30PM, JST: UTC+9)!
Register (no fee) via let-kansai-fmt-sig.blogspot.com/2024/11/janu...
All welcome!
#WTC #L2MSS #Flubaroo #Google #ELT #EFL #English #Language #TESOL #Teaching #L2 #英語教育 #動機づけ
Our next public event on Zoom will be on Saturday, January 18th, 2025 (1:30PM-4:30PM, JST: UTC+9)!
Register (no fee) via let-kansai-fmt-sig.blogspot.com/2024/11/janu...
All welcome!
#WTC #L2MSS #Flubaroo #Google #ELT #EFL #English #Language #TESOL #Teaching #L2 #英語教育 #動機づけ
January 18 (2025) Meeting (Motivation Day)
日本語の情報は： https://let-kansai.org/w/research_group/?c=fundamental-theories-research Date: Saturday, January 18th, 2025 Time: 1:30PM ~ 4:30PM...
let-kansai-fmt-sig.blogspot.com
January 17, 2025 at 7:29 AM
Ye, X., & Hu, G. (2025). The effects of three motivational interventions on EFL learners’ L2MSS: A longitudinal perspective. System, 129, Article 103584. doi.org/10.1016/j.sy...
Redirecting
doi.org
January 2, 2025 at 9:21 AM
Ye, X., & Hu, G. (2025). The effects of three motivational interventions on EFL learners’ L2MSS: A longitudinal perspective. System, 129, Article 103584. doi.org/10.1016/j.sy...