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- PaperTESOL Quarterly15 Jul 2026
Effects of Motivational Interventions on EFL Learners' Learning Effort and Achievement: An L2 Motivational Self System Perspective
Xuejun Ye, Guangwei Hu
Three motivational interventions (traditional strategies, vision-based, and combined) based on L2 motivational self system theory were tested on 391 Chinese junior secondary EFL learners. All interventions improved learning effort and achievement immediately, but only the vision-based and combined approaches sustained achievement gains after four months, while all three maintained effort.
Original abstract
Grounded in the L2 motivational self system theory, this quasi‐experimental study investigated the impact of three motivational interventions on two outcome measures: L2 learning effort and L2 achievement. A total of 391 Chinese junior secondary students were assigned to four conditions: a control group receiving no motivational instruction, and three experimental groups exposed to either traditional motivational strategies (MSs), vision‐based MSs, or a combined approach integrating both types of strategy. The effects of the interventions were assessed through questionnaires and tests administered at three time points to monitor changes in both outcome variables. The respective and relative effects of the interventions were determined by two‐way mixed design ANOVAs and post‐hoc pairwise comparisons. Results indicated that all three motivational treatments produced significantly positive effects on both outcome variables immediately following the interventions. All three motivational treatments sustained their positive effects on L2 learning effort, but only the vision‐based and combined treatments maintained their impact on L2 achievement. Moreover, all motivational treatments had comparable effects on L2 learning effort both during and 4 months after the interventions. Although all interventions were similarly effective on L2 achievement during the treatment period, the vision‐based and combined interventions outperformed the traditional MS intervention in terms of sustained effects.
- PaperApplied Linguistics26 May 2026
Vocabulary structure in foreign language learners: a complex network analysis perspective
Maria Pilar Agustín Llach
Analyzed lexical organization of heritage minority EFL learners using complex network theory. Found no quantitative differences but qualitative differences in lexical-semantic structures influenced by linguistic backgrounds. Highlights need for plurilingual approaches in EFL education.
Original abstract
This empirical study explores the vocabulary structure of heritage minority learners of English as a foreign language (EFL) within a Spanish mainstream educational context. Using graph analysis and complex network theory, the study examines lexical organization among learners of local origin (Spanish monolinguals) and heritage multilingual learners from Arabic, Romanian, and Urdu backgrounds. Results reveal no significant quantitative differences in lexical production among groups, but qualitative distinctions in lexical-semantic structures emerge. Heritage learners exhibit vocabulary networks influenced by their linguistic and cultural backgrounds, with distinct cluster formations compared to local learners. Small-world properties characterize all lexical networks, indicating efficient word retrieval structures. Findings highlight the role of schooling in standardizing vocabulary acquisition while cultural and linguistic experiences shape lexical access patterns. The study underscores the need for plurilingual approaches in EFL education to accommodate diverse linguistic backgrounds.
- PaperReCALL27 Nov 2025
Enhancing intercultural competence through self-efficacy, grit, and informal digital learning of English
Jiana Liu, Ju Seong Lee
A mixed-methods study of 416 Chinese EFL students found that L2 self-efficacy fosters L2 grit, which encourages engagement in informal digital learning of English (IDLE), ultimately enhancing intercultural competence. Structural equation modeling revealed that both receptive and productive IDLE activities mediate the link between psychological traits and intercultural competence. The findings suggest that educators can promote intercultural competence by developing students' self-efficacy and grit to deepen digital engagement.
Original abstract
Learners’ confidence in using a second language (L2 self-efficacy) and their L2 grit are key psychological factors in developing intercultural competence (ICC). As English as a foreign language (EFL) students increasingly encounter diverse cultures though informal digital learning of English (IDLE), this study examines whether IDLE serves as a pathway connecting these psychological traits to ICC. Grounded in the broaden-and-build theory, this explanatory mixed-methods research investigates how L2 self-efficacy and grit contribute to ICC through IDLE among 416 Chinese EFL students. Structural equation modeling revealed that higher L2 self-efficacy fosters greater L2 grit, which in turn promotes more frequent engagement in both receptive IDLE activities (e.g. watching English media) and productive ones (e.g. participating in online conversations). This increased engagement was positively linked to higher levels of ICC. Qualitative findings further illuminated the mechanisms behind this process, illustrating how psychological strengths support meaningful digital encounters across cultures. The findings offer pedagogical insights: by cultivating students’ self-efficacy and grit, educators can encourage deeper engagement in IDLE, thereby equipping learners with effective and culturally sensitive communication in an increasingly interconnected digital world.