A Review of Senior High School Students Agentic Engagement in English Learning and Ought-to L2 Self
Abstract
motivation, and ability. Its goal is to discover the factors that contribute to the well-being of individuals, groups, and societies, and to use these
factors to enhance human health, well-being, and social prosperity. The exploration of the relationship among agentic engagement in senior
high school students English learning, students Ought-to L2 self, and students academic achievement in English is of paramount importance
for upcoming years. This review addresses a gap in the research concerning L2 learning motivation to some extent and offers valuable references and insights for future studies on this topic.
Keywords
Full Text:
PDFReferences
[1] Ministry of Education of the Peoples Republic of China. General senior high school English curriculum standards (2017 edition revised
in 2020) [M]. Beijing: Peoples Education Press, 2020.
[2] Hong Min. Relationship between Second Language Motivation Self System and CET-4 Achievement [J]. Journal of Xihua University
(Philosophy and Social Sciences Edition), 2015, 34 (05): 101-107.
[3] Krashen. The Input Hypothesis: Issues and Implications[M]. London: Longman: 1985.
[4] Wang, Chu-ming. Two major factors affecting foreign language learning and foreign language teaching [J]. Foreign Language Circle,
2001, (06): 8-12.
[5] Li Cheng Chen. Relationship between Emotional Intelligence and English Academic Achievement: Multiple Mediators of Pleasure,
Anxiety and Burnout [J]. Foreign Language Community, 2020, (01): 69-78.
[6] Dong Lianqi. Relationship between foreign language anxiety and academic performance among Chinese English learners: A metaanalysis-based argument [J]. Foreign Language Community, 2021, (01): 54-61.
[7] Krashen S D. Principles and practice in second language acquisition[M]. Oxford: Pergamon Press, 1982.
[8] Sagayadevan V, Jeyaraj S. The Role of Emotional Engagement in Lecturer-Student Interaction and the Impact on Academic Outcomes
of Student Achievement and Learning[J]. Journal of the Scholarship of Teaching and Learning, 2012, 12(3):1-30.
[9] Vaughn M. Making sense of student agency in the early grades[J]. Phi Delta Kappan, 2018, 99(7):62-66.
[10] Said F, & ZHU, H. No, no Maama! Say Shaatir ya Ouledee Shaatir! Childrens agency in language use and socialisation[J]. International Journal of Bilingualism, 2019, 23(3):771-785.
[11] Sears, C. Negotiating identity in English-medium settings: Agency, resistance and appropriation among speakers of other languages in
an international school[J]. Journal of Research in International Education, 2012, 11(2):117-136.
[12] Duff P A. Identity, agency, and second language acquisition [M]. The Routledge handbook of second language acquisition. New York;
New York: Routledge. 2013: 410-426.
[13] Reeve J. A Self-determination Theory Perspective on Student Engagement [M]//Christenson S L, Reschly A L, Wylie C. Handbook of
Research on Student Engagement. Boston, MA; Springer US. 2012: 149-172.
[14] VAN LIER L. Agency in the classroom[J]. Sociocultural Theory and the Teaching of Second Languages, 2008:163-186.
[15] AHEARN L M. Language and agency[J]. Annual review of anthropology, 2001, 30(1):109-137.
[16] Qin Lili, Dai Weidong. Research on ecological task-based language teaching under the framework of sociocultural theory of second
language acquisition [J]. Foreign Languages and Foreign Languages Teaching, 2013, (02): 41-46.
[17] Fredricks J A, Blumenfeld P C, PARIS A H. School Engagement: Potential of the Concept, State of the Evidence[J]. Review of Educational Research, 2004, 74(1):59-109.
[18] Skinner, Ellen, Belmont A, et al. Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the
school year[J]. Journal of Educational Psychology, 1993, 85(4):571-581.
[19] Xu Jinfen, Long Zaibo. A Study of Initiative in Foreign Language Teaching [J]. Journal of PLA Foreign Languages Institute, 2020, 43 (05):
93-100 +160.
[20] Reeve J. How Students Create Motivationally Supportive Learning Environments for Themselves: The Concept of Agentic
Engagement[J]. Journal of Educational Psychology, 2013, 105(3):579.
[21] Reeve J, TSENG C M. Agency as a fourth aspect of students engagement during learning activities[J]. Contemporary educational psychology, 2011, 36(4):257-267.
[22] DRNYEI Z. The L2 Motivational Self System[J]. Motivation, Language Identity and the L2 Self, 2009:9-42.
[23] Zhan Suxian, Bai Yuanyuan. A Study on the Correlation between College Students English Learning Motivation and Achievement--
Based on the Perspective of Second Language Motivation Self-System Theory [J]. Journal of North China University of Science and
Technology (Social Science Edition), 2017, 17 (06): 90-94.
[24] Huo Wei, Rui Yanping. Mediating effect of second language motivation self-system between self-efficacy and English proficiency [J].
Journal of Xian International Studies University, 2020, 28 (02): 54-58.
[25] Ge Nana, Gionee Xin. An empirical study on the relationship between second language motivation self-system and English learning effectiveness [J]. Journal of Foreign Languages, 2016, (05): 122-126.
[26] Xu Jinfen, Long Zaibo. Research on the New Development of English Teaching [M]. Beijing: Tsinghua University Press, 2021.
DOI: http://dx.doi.org/10.70711/neet.v2i8.5525
Refbacks
- There are currently no refbacks.
