A Study of Japanese Language Learning Strategies from the Perspective of Self-Determination Theory

The Interplay of Self-Regulation, Grit, and Motivational Beliefs among Learners of French as a Foreign Language

As foreign language learning, particularly French, becomes increasingly important in Malaysia, there is a growing need to understand how learners’ confidence, motivation, and determination influence their success in acquiring the language. Self-regulation, grit, and motivational beliefs are among the factors that are associated with academic success. However, research combining all these variables together and focusing on French as a foreign language context remains limited and underexplored. Hence, this current study aimed to examine the interrelationships among French language learners. The objectives of the study focused on three main areas: differences across gender and academic streams, learners’ perceptions of self-regulation, grit, and motivational beliefs, and the connections among these constructs. To address the research goals, a quantitative survey was administered to 277 learners undertaking French language courses. Data were gathered using a questionnaire comprising four sections: demographic background, grit (12 items), motivational beliefs (17 items), and self-regulated learning strategies (7 items). The instrument demonstrated good reliability (α = .852). Analysis of the data revealed that learners displayed positive levels of self-regulation, perseverance, self-efficacy, and perceived value of learning French. Gender and academic disciplines did not significantly affect the findings. Additionally, self-regulation was found to be positively related to both grit and motivational beliefs. The findings further indicated that self- regulated learners are more likely to be grittier and to possess stronger beliefs about their learning abilities. This study contributes to a better understanding of foreign language learning by highlighting the interplay between self-regulation, grit, and motivational beliefs. The findings imply that learners may be able to maintain motivation, manage difficulties, and stay engaged in foreign language acquisition with the encouragement of self-regulated learning approaches from instructors.

FOSTERING LEARNER AUTONOMY THROUGH ICT IN A MEXICAN UNIVERSITY CONTEXT

Perceived behavioral control, language mindsets, and self-determination theory: a structural analysis of learning Arabic as a second language

Intensive L2 Arabic programs may place strong cognitive, emotional, and motivational demands on international students, yet limited research has examined how learners’ capability beliefs and language mindsets are related to motivation in this context. Most existing work has focused on English-dominant settings, while evidence from scholarship-based L2 Arabic programs in the Arabian Peninsula remains scarce. To address this gap, the present study tested 18 hypotheses and reports new findings from a larger funded project on learner psychology in L2 Arabic. The study examined how perceived behavioral control relates to fixed and growth language mindsets, and how these mindsets are associated with four Self-Determination Theory motivation types. A cross-sectional survey was conducted with 181 multilingual international L2 Arabic learners enrolled in an intensive program at a Saudi public university, and the data were analyzed using generalized structured component analysis. The findings showed acceptable measurement quality and supported 10 of the 18 hypotheses. Perceived behavioral control was strongly associated with higher Growth Mindsets and lower Fixed Mindsets. Fixed Mindsets were linked only to External Regulation. Growth Mindsets were strongly associated with Intrinsic Motivation and Identified Regulation and were also positively associated, though more weakly, with Introjected Regulation and External Regulation. The strongest indirect associations between perceived behavioral control and the four motivational outcomes operated through Growth Mindsets. These findings suggest that L2 Arabic teachers, program leaders, and policy makers may strengthen motivation by supporting learners’ sense of control, offering scaffolded tasks and clear feedback, and fostering growth-oriented beliefs in demanding instructional settings.

Online Learning Motivation and ChatGPT: A Self-Determination Theory Perspective

The results support the Self-Determination Theory as a valid framework for online learning motivation and show that ChatGPT can promote learners' competence, autonomy, and relatedness if responsibly integrated into online learning settings.

A Examining Grit and Motivation in Learning French as a Foreign Language Through the Lens of Social Cognitive Theory

Learning a foreign language comes with its own set of challenges as students are required not only to learn something new but also to familiarize themselves with an entirely different culture embedded within the language. This can pose a challenge to students’ motivation in learning a foreign language which may also affect their perseverance and sustained interest (grit) in the learning process. Therefore, this study seeks to examine the grit and motivation in foreign language particularly in the context of French language through the lens of Social Cognitive Theory. A total of 277 undergraduate students studying French as a third language at a public university in Malaysia participated in this study by answering questionnaires comprising validated scales measuring grit and motivation. The data, which were later analysed using SPSS, indicated that students’ motivation was not related to gender or academic stream. However, several interconnected factors were found to influence motivation. These factors include personal factors (consistency of interest and perseverance of effort), behavioural factors (self-efficacy, intrinsic value, and test anxiety) as well as environmental factors (cognitive strategy use and self-regulation). The study further provides an overview of how grit acts as an important element in sustaining students’ motivation. Pedagogical implications include the need for educators to design learning environments that foster resilience, goal-setting, and long-term commitment among French as foreign language learners.

How Can Language Teachers Help Their Students Avoid Withdrawing from the Language Course? A Self-Determination Theory Perspective