The Role of Vision Ignition in Enhancing Motivated Cognition, Emotion, and Behavior of ADHD Adolescents Involved in Online English Learning
الموضوعات :
Amir Arsalan Sharifi
1
,
Hossein Heidari Tabrizi
2
,
Azizeh Chalak
3
1 - Department of English, Isfahan Branch, Islamic Azad University, Isfahan, Iran
2 - Department of English, Isfahan Branch, Islamic Azad University, Isfahan, Iran
3 - Department of English, Isfahan Branch, Islamic Azad University, Isfahan, Iran
الکلمات المفتاحية: ADHD, EFL learners, motivation, online learning, vision,
ملخص المقالة :
Learners with ADHD, even those adapted to online instructional regulations, readily become frustrated with the typical tenor of instruction and, as a result, may stray from the core learning content. The current mixed-methods study explored how manipulating these learners into envisaging their ideal L2 selves could avoid motivational pitfalls in their way to L2 learning, affecting their motivated cognition, emotion, and behavior. Based on the motivational paradigm proposed by You and Dörnyei, a multifaceted construct, including the future L2 selves, L2 learning experience, and intended effort, was compared between an experimental and a control group of Iranian EFL learners. The comparison of the multifaceted construct, measured by a standard Likert-scale questionnaire, revealed significant between-group differences in the overall motivational construct and the ideal L2 self. Nonetheless, the significant raises in the learners’ overall motivation and cognitive motivation failed to be reflected significantly in their emotional states and motivated behavior. Further analysis through interview and checklist data revealed that the intervention realized some success in improving the short-lived learning experiences of the learners. The findings may offer new insights to the broad range of practitioners eager to help learners with neurodevelopmental disabilities in today’s remotely-managed globe.
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