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"language motivation"
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The effect of rural superintendent credibility on principal and district outcomes mediated by motivating language
PurposeThe purpose of this study was to determine the influence of rural superintendent’s talk on the perceived outcomes of principal communication competence and organizational communication satisfaction. More specifically, this study explored whether the source credibility dimensions of goodwill, competency and trustworthiness had a greater impact on the perceived outcomes when mediated by motivating language (ML) than not.Design/methodology/approachDirect and indirect paths between superintendent and principal communication were modeled, analyzed and evaluated using descriptive and inferential methods, including R version 3.6.1 with the lavaan package and the Sobel mediation test.FindingsResearch findings indicated the importance of superintendent talk and motivating language theory (MLT) that, when combined, constitute the medium of superintendent practice and enable a superintendent to execute their roles and duties. Additionally, the authors found the dimensions of goodwill and competency had the most significant impact on the two outcomes mediated by ML. This finding indicates that principals are calling for a more empathetic and interactive form of credibility than the long-established form of credibility based on expertise and stewardship. Finally, as the authors call for an expanded role from the community in research, scholarship and implementation of MLT, they suggest due to the lack of significance in trustworthiness mediated by ML, future research into trustworthiness and trust.Originality/valueThis study’s value is to increase understanding of educational administration scholars of MLT and its power to influence employee and organizational outcomes and highlight a reframing of superintendent credibility away from say and do agreement and expertise and stewardship.
Journal Article
Effect of motivating language on employee performance: mediating role of organisational citizenship behaviour and employee engagement in the healthcare sector
PurposeThis study aims to examine the effect of motivating language on employee performance and assesses the mediating roles of organisational citizenship behaviour and employee engagement between motivating language and employee performance in the Indian health-care sector, which is a highly demanding work environment, wherein employee burnout is high.Design/methodology/approachThe study was in the context of COVID-19 pandemic set for health-care workers in India. To collect data and test the proposed research model, 328 questionnaires were respondent by multi-level health-care professionals from private and government hospitals in North India.FindingsThe findings suggest that leader’s motivating language is crucial for health-care leaders, inducing employee’s performance in context to patientcare, safety and satisfaction. Underpinning theory of leader member exchange substantiates that the role of leader is pivotal in daily interaction with the stakeholders. Self-determination theory of motivation is determined by psychological needs satisfaction inducing employee engagement and organisational citizenship behaviour, amplified through the leader’s motivating language, resulting into improved patientcare and patient safety. The findings state that leader’s motivating language impacts the high culture context like health-care professionals, as observed in the Indian health-care sector during COVID-19. The findings are indicative of developing non-cognitive personality traits for managerial skills.Practical implicationsThe study substantiates the pivotal role of the leader’s communication with stakeholders such as patients/attendants and health-care staff. The findings, which are an indicator of patientcare, as an outcome of patient compliance, will be indicative of developing the non-cognitive skills in the personality traits of managerial skills, inducing patients’ trust in their health-care providers, using motivating language. Therefore, the health-care professionals must be trained in the application of motivating language with stakeholders, namely, patients/attendants and staff.Originality/valueThe findings state that leader’s motivating language impacts on employees of high culture context like health-care professionals, as observed in the Indian health-care sector during the recent global medical emergency of COVID-19, whereas the earlier studies posited leader’s motivating language to be effective on employees with low-cultural context. The role of leader is pivotal in daily interaction with the stakeholders, namely, patients/attendants and health-care staff.
Journal Article
Motivation to Study Core French: Comparing Recent Immigrants and Canadian-Born Secondary School Students
As the number of Allophone students attending public schools in Canada continues to increase (Statistics Canada, 2008), it is clear that a need exists in English-dominant areas to purposefully address the integration of these students into core French. I report the findings of a mixed-method study that was conducted to assess and compare the motivation and investment of secondary Allophone and English-speaking Canadian-born students to study core French. Both the quantitative and the qualitative results show that Allophone students are more motivated to study French than their English-speaking Canadian-born peers.
Journal Article
Foreign Language Motivation and Activities During Emerging Adolescence: The Role of Language and Basic Psychological Needs
This study aimed at evaluating the explanatory value of basic psychological needs (BPN) for foreign language-related motivation and activities in a sample of higher education students and volunteers abroad. According to the self-determination theory, satisfaction of the BPN facilitates forms of motivational regulation and in turn promotes foreign language activities. In a structural equation modeling with N = 435 participants (n = 193 German volunteers during their time abroad and n = 277 German higher education students residing in Germany) external regulation and intrinsic motivation explained receptive (reading, listening) and productive activities (speaking, writing). Moreover, competence satisfaction as well as relatedness satisfaction proved to be significant predictors of external and intrinsic motivation. Generalizability of results regarding students versus volunteers and with respect to the language learned is discussed, as are starting points for future interventions in the setting of foreign language learning outside the classroom.
Journal Article
Measuring Future Selves in Second Language Learning Motivation in Collectivist Cultures: Case Study From Saudi Arabia
The second-language (L2) Motivational Self System (L2MSS) proposed by Zoltán Dörnyei described how L2 learners are motivated through envisioning their ideal future L2 self. The L2MSS framework for studying L2 motivation has had mixed results. The aim of this study was to evaluate measuring future selves as L2 motivators consistent with the L2MSS in Saudi female college students enrolled in a higher education English language program, and consider how these findings are applicable to collectivist cultures. A 20-item instrument was developed that showed evidence of validity and reliability in measuring ideal L2 future self and two ought-to ideal future selves as sources of L2 motivation. However, given the collectivist nature of Saudi culture, these measurements were positively correlated, giving rise to the question as to the utility of such a measurement. Future research on further validating the instrument and exploring ways to increase L2 motivation among learners in collectivist cultures is discussed.
Plain language summary
The second-language (L2) Motivational Self System (L2MSS) proposed by Dörnyei described how L2 learners are motivated through envisioning various future L2 selves, or images of themselves in the future using the L2 proficiently. Future selves described by Dörnyei include the ideal L2 self (IL2)—what the learner envisions for themselves in the future—and the ought-to L2 self (OL2)—what the learner envisions others’ expectations are for their future L2 self. The success of attempts to develop measurement instruments for level of motivation arising from IL2 and OL2 have been mixed, especially in collectivist cultures as defined by Hofstede. This study sought to develop a valid and reliable instrument to measure L2 motivation in undergraduates majoring in English at a woman’s university in Saudi Arabia using the L2MSS framework. After a pilot test of the instrument in a smaller sample to ensure it was performing adequately enough to be used in a larger research study, the revised instrument was administered to over 200 additional individuals, for a total sample of 254. Using a statistical approach called factor analysis, the instrument was found to be somewhat valid in measuring IL2 and OL2, but it was difficult to tell the measurements apart, because they appeared to be measuring almost the same thing. In addition, the PE subscale seemed to be also measuring the IL2. Results from interviews confirmed that learners would adjust their L2 motivation level as influenced by their parents and additional significant others, which may have been responsible for these similar measurements. As Saudi Arabia is a collectivist culture, while it may be possible to measure different future L2 selves as sources of L2 motivation in this group, the utility of the result may be questionable.
Journal Article