Zarina Markova

The aim of this article is to present and analyse the motivational factors that drive expatriates in Brussels to learn English as a second language. Brussels is a very cosmopolitan city, where 179 different nationalities live and use English as a lingua franca to communicate among each other. There is not much research on expatriates in the literature on second language learning motivation, and all the available publications focus on the motivation to learn the language of the host country rather than global English. The present study takes a quantitative research approach in the context of Dornyei’s second language self-motivation theory. It employs Taguchi, Magid and Papi’s (2009) questionnaire to understand what motivational factors are most related to the effort expatriates intend to invest in studying English. The surveyed group consists of 40 expatriates learning English in Brussels. The main outcome of the statistical analysis is that the attitudes towards learning English an...

This article reports on the findings of a study investigating the motivation of Bulgarian undergraduates of International Relations to learn English as a second language (L2). First, we consider language learning motivation in the context of three influential theoretical developments in research on motivation. Then, we report on a small-scale survey aiming to define the motivational profile of students of International Relations through the lens of the L2 Motivational Self System. The analysis of the survey data reveals similarities with findings of previous research as regards the favourable attitude towards English language learning, the prominent role of the ideal L2 self in the motivational pattern, and some doubt over the relation between the ought-to L2 self and the intended learning effort. The study results also indicate relations between travel orientation and the ought-to L2 self, and between the two types of instrumental motivation which have not been reported in previous...

This article addresses a perceived need for a more comprehensive model of teachers’ self-efficacy beliefs, that is, teachers’ beliefs about their personal abilities to perform specific tasks related to teaching and learning within specific teaching contexts. It starts with an analysis of current representations, and how they encourage further explorations in the field. Next, it draws on Dewey’s theory of inquiry, insights from research on self-efficacy beliefs and doubts, and teacher cognition to propose a new conceptual model of the dynamics of teachers’ self-efficacy beliefs in relation to the development of teacher knowledge. The article concludes with implications for research and teacher education.

The article presents the findings of a small-scale study of the English language anxiety of students of International Relations at South-West University “Neofit Rilski”, Blagoevgrad. Data were collected via the Foreign Language Classroom Anxiety Scale (FLCAS). The survey results suggest that speaking and test taking are the aspects of English language learning that provoke most anxiety in the surveyed group. Additionally, there are indications that respondents fear their peers’ negative evaluation. Changes in the teaching practice are suggested that might reduce the level of students’ English language classroom anxiety.

A widely recognised goal of tertiary education is to provide conditions for developing students into ‘reflective practitioners’ who can critically evaluate their own professional knowledge and skills. Although research has accumulated evidence for the benefits of self-assessment for increasing student engagement, promoting self-reflection and improving learning outcomes in the English language classroom, student reactions to the implementation of self-assessment techniques in the academic disciplines of language teachers’ preparation programmes have not been sufficiently explored. This article first discusses the characteristics of fifty-seven student teachers’ self-assessment of their involvement in the learning process, and of their learning outcomes. Then, it reports on the findings of a small-scale survey that aims to examine perceptions of their academic performance, and on the use of self-assessment as a tool to boost their involvement. Despite respondents’ insufficient experi...

A widely recognised goal of tertiary education is to provide conditions for developing students into ‘reflective practitioners’ who can critically evaluate their own professional knowledge and skills. Although research has accumulated evidence for the benefits of self-assessment for increasing student engagement, promoting self-reflection and improving learning outcomes in the English language classroom, student reactions to the implementation of self-assessment techniques in the academic disciplines of language teachers’ preparation programmes have not been sufficiently explored. This article first discusses the characteristics of fifty-seven student teachers’ self-assessment of their involvement in the learning process, and of their learning outcomes. Then, it reports on the findings of a small-scale survey that aims to examine perceptions of their academic performance, and on the use of self-assessment as a tool to boost their involvement. Despite respondents’ insufficient experi...

РЕЗЮМЕ: Статията разглежда текстове на ученици от трети и четвърти клас, написани по време на упражнения по творческо писане в часовете по английски език. Въпреки предизвикателствата, които ранната възраст представя пред творческото писане и допълнителните проблеми, свързани с изразяването на чужд език, ученическите текстове свидетелстват, че девет-и десетгодишните са способни на персонална и социална креативност и на дивергентното мислене; че при създаване на подходящи условия по време на учебния процес те могат да разбират абстрактни концепции; да преодолеят детската си егоцентричност и да показват емпатия и съпричастност; и не на последно място, че са способни на поетичен изказ. Всичко това прави създадените текстове значими както от педагогическа, така и от лингвистична гледна точка.