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Bullying Victimization, Feared Second Language Self, and Second Language Identity: Reconceptualizing The Second Language Motivational Self System
| Title: | Bullying Victimization, Feared Second Language Self, and Second Language Identity: Reconceptualizing The Second Language Motivational Self System. |
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| Name(s): |
Peker, Hilal, Author Hoffman, Bobby, Committee Chair Regalla, Michele, Committee CoChair Nutta, Joyce, Committee Member Witta, Eleanor, Committee Member Vitanova-Haralampiev, Gergana, Committee Member University of Central Florida, Degree Grantor |
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| Type of Resource: | text | |
| Date Issued: | 2016 | |
| Publisher: | University of Central Florida | |
| Language(s): | English | |
| Abstract/Description: | Factors affecting English learners' (ELs) motivation and identity have been explored in second language (L2) learning contexts; however, research examining L2 motivation and identity under the effect of bullying victimization is rare although ELs are one of the populations that are physically and psychologically affected from bullying. Using a unique perspective by merging L2 motivation, L2 identity, and bullying concepts under social ecological framework, this dissertation study is the first study investigating the relationship between bullying victimization, L2 Motivational Self System, and L2 identity.The data were derived from 1022 ELs through a self-report survey that was adapted and tested for measurement model validity and reliability. Partial least square structural equation modeling (PLS-SEM) results indicated that there was a strong relationship between bullying victimization, including traditional bullying and cyberbullying, L2 Motivational Self System, and L2 identity. Traditional bullying victimization and cyberbullying victimization affect ELs' feared L2 selves. This suggests that the feared L2 self may be added as a component to D(&)#246;rnyei's L2 Motivational Self System, especially when bullying victimization becomes a factor in language learning process. In addition, cyberbullying victimization positively correlated with ELs' oriented identity, which may indicate that ELs as agents were more motivated to learn English to overcome the negative effects of bullying victimization and to orient to the target culture. Based on the results, potential implications were provided for teachers and curriculum developers to help ELs cope with bullying in class and outside the classroom environment. | |
| Identifier: | CFE0006373 (IID), ucf:51537 (fedora) | |
| Note(s): |
2016-08-01 Ph.D. Education and Human Performance, Dean's Office EDUC Doctoral This record was generated from author submitted information. |
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| Subject(s): | L2 Motivation -- L2 Motivational Self System -- Feared L2 Self -- Ideal L2 Self -- Ought-to L2 Self -- English Learning Experience -- Bullying -- Bullying Victimization -- Traditional Bullying -- Cyberbullying -- L2 Identity -- National Identity -- Oriented Identity -- Instrumental Motivation -- Ethnocentrism -- Fear of Assimilation -- Attitudes toward L2 Community -- Cultural Interest -- English Anxiety -- Instrumentality Promotion -- Instrumentality Prevention -- ESOL -- ESL -- TESOL -- SLA | |
| Persistent Link to This Record: | http://purl.flvc.org/ucf/fd/CFE0006373 | |
| Restrictions on Access: | public 2016-08-15 | |
| Host Institution: | UCF |
