Motivation, autonomy and emotions in foreign language learning
The book deals with motivation, autonomy, and positive and negative emotions related to language learning, which were investigated throughout years. The constructs were investigated using a large-scale, mixed-methods study.
The investigated populations were secondary school students and their teachers in Hungary.
First, the study context is presented, and then, the rationale and research niche within the field of applied linguistics and language pedagogy are detailed. Following this, in the review of literature, the authors emphasise the role of the various individual differences, including motivation, autonomy, emotions, and self-efficacy in foreign language learning.
After displaying the research methods in detail, the results are examined from three perspectives.
Based on student questionnaire data, students’ characteristics are displayed with the help of descriptive and inferential statistics. Findings are also presented regarding teacher interviews, and following this, the authors describe the results of the cluster analyses. Finally, the authors compare and contrast the findings of the quantitative and the qualitative parts and formulate implications for the advancement of the effectiveness of language learning and language teaching.