Alastair Henry
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View article: Resolving the crisis in L2 motivational self-system research: Constructive dialogue and argument-based validation
Resolving the crisis in L2 motivational self-system research: Constructive dialogue and argument-based validation Open
Al-Hoorie, Hiver, and In’nami (2024) offer compelling arguments for why L2 motivational self-system research is currently in a state of validation crisis. Seeking a constructive resolution to the crisis, in this response we argue that two …
View article: Foreign language perceptual curiosity: construct, measurement, and applications
Foreign language perceptual curiosity: construct, measurement, and applications Open
Learning a language is a creative process. It involves novelty and imagination. While curiosity can be highly beneficial, research is limited. Studies so far conducted have explored epistemic curiosity as a trait-like disposition. In contr…
View article: Hope amid uncertainty: exploring the validity of the State Hope Scale in post-migration adult language learning
Hope amid uncertainty: exploring the validity of the State Hope Scale in post-migration adult language learning Open
When language learning takes place post-migration, the challenge is not only to attain fluency. Learning is tied up with life opportunities and is overshadowed by hopes and fears for the future. In the post-migration phase, hopeful thinkin…
View article: Exploring Authenticity in the Dialogical Self: A Conceptual Assemblage
Exploring Authenticity in the Dialogical Self: A Conceptual Assemblage Open
In dialogical self theory (DST) authenticity has not been a central concern. The humanist notion of a static, higher-order, superordinate, ultimate, and “true” self runs counter to the ontology of DST, and the conceptualization of the dial…
View article: Jingle–Jangle Fallacies in L2 Motivational Self System Research: A Response to Al-Hoorie <i>et al</i>. (2024)
Jingle–Jangle Fallacies in L2 Motivational Self System Research: A Response to Al-Hoorie <i>et al</i>. (2024) Open
In a systematic examination of scales commonly used in L2 Motivational Self System (L2MSS) research, Al-Hoorie et al. (2024) found discriminant validity problems. Raising jangle fallacy concerns, they argue that substantive research should…
View article: First Encounters: Young People’s Perceptions of Criminal Justice
First Encounters: Young People’s Perceptions of Criminal Justice Open
For young people, a first encounter with criminal justice can have lasting effects. While perceptions of equitable treatment can generate feelings of belongingness and acceptance, treatment perceived as unfair or prejudicial can generate e…
View article: Marked on the voice: the visibility experiences of Russian heritage migrants following the war against Ukraine
Marked on the voice: the visibility experiences of Russian heritage migrants following the war against Ukraine Open
Identities fundamental to the self, such as race and gender, can operate through visual markers on the body. Identities related to a person’s heritage, or nationality, can also become visible. However, when physical appearance means that a…
View article: L2 motivation and self regulated learning: An integrated model
L2 motivation and self regulated learning: An integrated model Open
Motivation and self-regulated learning (SRL) are interrelated constructs. Motivation can be a precursor, a mediator, and an outcome of SRL. In L2 learning, the interrelatedness of motivation and self-regulation has long been recognized (Dö…
View article: Keeping in time: The design of qualitative longitudinal research in SLA
Keeping in time: The design of qualitative longitudinal research in SLA Open
Language development is a long-term process. Individual-level longitudinal case studies have been foundational to SLA. However, methodologies that can support person-focused and process-oriented research lack consolidation. Qualitative lon…
View article: Can L2 motivation be modelled as a self-system? A critical assessment
Can L2 motivation be modelled as a self-system? A critical assessment Open
Some two decades ago, Dörnyei (2005) proposed that motivation for L2 learning could be modelled as a self-system. Despite the profound influence of Dörnyei’s scholarship and impact of the L2 Motivational Self System (L2MSS) model, the fund…
View article: Acknowledgements
Acknowledgements Open
There are many people who have contributed to this research, and to whom we are indebted.First and foremost, we would like to thank the eight women whose stories are told in this book.Amid the challenges of building a life in a new country…
View article: Willingness to Communicate, Multilingualism and Interactions in Community Contexts
Willingness to Communicate, Multilingualism and Interactions in Community Contexts Open
This book examines the communication behaviours of individuals in multilingual community contexts. Using a complexity lens and the presentation of a revised 3D pyramid model, the authors demonstrate the dynamic nature of willingness to com…
View article: Multilingualism and persistence in multiple language learning
Multilingualism and persistence in multiple language learning Open
For language learners who aspire to become multilingual, commitment involves a personal journey. Defining persistence as a preoccupation with goal‐focused action directed to a desired future state and drawing on research from cognitive psy…
View article: Work integrated language learning: Boundary crossing, connectivity, and L2 affordances
Work integrated language learning: Boundary crossing, connectivity, and L2 affordances Open
In contexts of transnational migration, language skills provide the key to employability and successful integration into host country societies. To enhance the learning process, and facilitate transitions into the workforce, integrated pro…
View article: Willingness to communicate in a multilingual context: part one, a time-serial study of developmental dynamics
Willingness to communicate in a multilingual context: part one, a time-serial study of developmental dynamics Open
In many contexts of multilingualism, language learners can initiate communication in the target language (TL), or a contact language (such as English). Patterns of use emerging from these choices affect TL development. They also vary betwe…
View article: Willingness to communicate in a multilingual context: part two, person-context dynamics
Willingness to communicate in a multilingual context: part two, person-context dynamics Open
In many contexts of multilingualism, language learners can initiate communication in the target language (TL), or a contact language (such as English). Patterns of use emerging from these choices vary between individuals and affect TL deve…
View article: Centrifugal–Centripetal Dynamics in the Dialogical Self: A Case Study of a Boundary Experience in Teacher Education
Centrifugal–Centripetal Dynamics in the Dialogical Self: A Case Study of a Boundary Experience in Teacher Education Open
The dialogical self is conceptualized as a dynamically shifting collection of relatively autonomous I-positions. A boundary experience is an event or situation where tension experienced between conflicting I-positions leads to reconfigurat…
View article: Possible selves and personal goals: What can we learn from episodic future thinking?
Possible selves and personal goals: What can we learn from episodic future thinking? Open
Mental time travel lies at the frontier of research into motivational persistence in language learning (Dörnyei, 2020). This article introduces the theory of episodic future thinking (D’Argembeau, 2016, 2020), and examines the key componen…
View article: Learner–environment adaptations in multiple language learning: casing the ideal multilingual self as a system functioning in context
Learner–environment adaptations in multiple language learning: casing the ideal multilingual self as a system functioning in context Open
Multiple language learning has been largely neglected in L2 motivation research. Recently, complexity principles have been used to model multilingual motivation. In this work, multilingual self-guides are conceptualised as emergent from in…
View article: Engagement with technology: Gaming, immersion and sub-optimal experiences
Engagement with technology: Gaming, immersion and sub-optimal experiences Open
This conceptual article focuses on student engagement, and the use of digital games in language classrooms. In making a contribution to the mapping of student engagement across SLA (Dornyei, 2019a), and in line with the need to use establi…
View article: A drama of selves: Investigating teacher identity development from dialogical and complexity perspectives
A drama of selves: Investigating teacher identity development from dialogical and complexity perspectives Open
Identity is of increasing interest in teacher education. Crucial for resilience, the development of a coherent professional identity has been characterized as emerging from tensions between multiple and sometimes conflicting conceptions of…
View article: Weaving webs of connection: Empathy, perspective taking, and students’ motivation
Weaving webs of connection: Empathy, perspective taking, and students’ motivation Open
L2 motivation is a relational phenomenon, shaped by teacher responsiveness (Lamb, 2017; Ushioda, 2009). Little, however, is known about the practices in which responsiveness is manifested. Drawing on research from the culturally responsive…