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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.