Date: June 27, 2018 Wednesday
Place: G-Building, Room: 160
Title: Reconceptualized L2* Motivational Self System, English Learner (EL) Bullying-Victimization and L2 Identity
Speaker: Asst. Prof. Dr. Hilal Peker, Florida State University
Factors affecting language-learning motivation (Csizér & Dörnyei, 2005; Dörnyei, 1994; Gardner & Lambert, 1972; Polat, 2011; Ushioda, 2009) and second language (L2) learner identity (Norton 2000, 2001; Vitanova, Miller, Gao, & Deters, 2015) have been explored in L2 learning contexts. Yet, it remains critical to explore bullying-victimization as a factor, especially in immigrant language learners’ L2 motivation. There hasn’t been any research examining L2 motivation and identity under the effect of bullying-victimization although language learners are physically, psychologically, and mentally affected from bullying (Doll, Spies, LeClair, Kurien, & Foley, 2010; LeClair, Doll, Osborn, & Jones, 2009). Even though some studies investigated motivation from a possible selves framework (Bilde, Vaansteenkiste, & Lens, 2010; Dörnyei, 2009; Oyserman, Bybee, Terry, & Hart-Johnson, 2004; Uslu-Ok, 2013; Yowell, 2000), there is no research examining L2 identity and selves in relation to language learners’ L2 motivation, integrating Feared L2 Self, under the effect of bullying-victimization. Therefore, the purpose of this study was to investigate the relationship between bullying-victimization, L2 Motivational Self System, and L2 identity. The instrument used in this study consisted of 72 five-point Likert scale items, five open-ended questions, and a demographic questionnaire. The criterion sample included 1022 ELs, above 18 years of age. The quantitative data were analyzed using partial least square structural equation modeling (PLS-SEM), and the qualitative data was analyzed through manual coding based on the answers to the open ended questions. According to the results, there is a strong relationship between bullying-victimization, including traditional bullying and cyberbullying, and L2 Motivational Self System as well as English learners’ identity construction. Implications are provided for teachers to help language learners cope with bullying in class and outside the classroom environment.
*L2: A person’s second language