عزیزالله میرزایی

Recent second or foreign language (L2) research has shown that integration of form-focused instruction into collaborative, communicative activity is highly influential. Sociocultural theory (SCT) provides a praxis-oriented educational ecosystem wherein L2 grammatical knowledge and practical use can be effectively linked. This SCT-inspired study examined the effects of praxis-oriented grammar instruction and mediational feedback within the social media networking (SMN) platform (i.e., Telegram) on L2 learners’ microgenetic development of grammatical knowledge. Participants were 30 EFL learners that were assigned to three different instructional conditions: (i) conventional teacher-fronted instruction as the comparison group, (ii) collaborative instruction attuned to learners’ Zone of Proximal Development (ZPD) in an actual classroom as the first experimental group, and (iii) ZPD-based instruction in virtual Telegram space as the second. The groups were pre- and posttested on a grammar test targeting subject-verb non-inversion in embedded WH-questions, which poses cross-linguistic challenges to Persian L2 learners of English. Collaborative whole-class, dyadic, or triadic talk-in-interactional activities were employed to engage learners in co-constructing educational praxis and providing contingent, ZPD-sensitive graduated mediation in both virtual and face-to-face settings. The results indicated that the two ZPD groups outperformed the comparison group. No significant difference was, however, found between the ZPD groups despite witnessing a developmental trend in favor of the virtual SMN setting. Post-intervention interviews revealed learners’ positive attitudes towards using Telegram affordances for praxis-oriented grammar instruction. Further theoretical and pedagogical implications are discussed.

Recent years have witnessed extensive research on motivation in second/foreign language (L2) contexts. Attempts have been made to develop motivation-based techniques and methods to boost learners’ learning outcomes in L2 programs. Yet, studies that have targeted L2 learners’ perceptions about the effectiveness of such programs in online classes remain scarce. This study addressed this gap and delved into L2 learners’ perceptions of two motivation-oriented instructions, namely the ARCS-based (Attention, Relevance, Confidence, and Satisfaction) and L2MSS vision-inspired (Second Language Motivational Self System) instructions, in an online English course. To this end, 41 learners of English were assigned to two groups. One group was instructed based on the ARCS motivation framework, and the other was instructed based on the L2MSS framework. Then, 10 volunteer participants from each group participated in focus group interviews. Thematic analysis of the data revealed 19 subthemes and 7 main themes, including 4 themes of attention-related pedagogy, relevance-oriented content, confidence-building elements, and sense of contentment/discontentment regarding the ARCS group, and 3 themes of ideal self-orientations, ought-to self-orientations, and situated learning/teaching experiences regarding the L2MSS group. The engaging content and appealing learning environment in the ARCS group and the future perspective enhancement and goal setting in the L2MSS group were motivating factors, creating positive perceptions of the two programs. The findings suggest utilizing attention-catching and vision-building strategies to motivate learners and enhance their L2 learning outcomes in online classes.

Despite the surge of interest in exploring the interface between second/foreign-language (L2) learners’ pragmatics and motivational profiles, empirical research that holistically captures their interrelationship remains in its infancy. The current study explored the interplay between L2 learners’ motivational selves and their sociopragmatic and pragmalinguistic competence using structural equation modeling (SEM). It sought to elucidate the mechanisms within the theoretical framework of the L2 Motivational Self-System that underpin this relationship. A cohort of 260 participants learning English-as-a-foreign-language (EFL) from three public universities in Iran was assessed using an online L2 motivation questionnaire and an oral discourse completion test (ODCT) to evaluate their L2 motivational selves as well as sociopragmatic and pragmalinguistic knowledge. The SEM analysis indicated that the learners’ sociopragmatics and pragmalinguistics were associated with some motivational subcomponents. Specifically, the students’ Ideal L2 Self exhibited significant positive predictive power in relation to their sociopragmatics. Their L2 Learning Experience contributed significantly to their pragmalinguistic knowledge. However, the participants’ Ought-to L2 Self appeared to predict their sociopragmatics negatively. Overall, those students who possessed a more robust Ideal L2 Self and an enriched L2 Learning Experience exhibited greater sensitivity to sociopragmatic and pragmalinguistic aspects and demonstrated better pragmatic production. Conversely, their Ought-to L2 Self which is inundated with obligations had a preventative function. These findings underscore the significance of integrating motivational constructs into L2 language pedagogy to enhance the learners’ Ideal L2 Self and their L2 Learning Experience, thereby optimizing their performance pragmatically.