Relationships between language-related variations in text tasks, reading comprehension, and students’ motivation and emotions: A systematic review
Publikation: Beiträge in Zeitschriften › Übersichtsarbeiten › Forschung
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in: Journal of Language and Education, Jahrgang 8, Nr. 2, 30.06.2022, S. 179 - 191.
Publikation: Beiträge in Zeitschriften › Übersichtsarbeiten › Forschung
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TY - JOUR
T1 - Relationships between language-related variations in text tasks, reading comprehension, and students’ motivation and emotions: A systematic review
AU - Wirth, Lina
AU - Kuhl, Poldi
AU - Ehmke, Timo
N1 - Publisher Copyright: © 2022 The Authors.
PY - 2022/6/30
Y1 - 2022/6/30
N2 - Background: There is consensus in research that students’ motivation and emotions are important for learning and achievement processes in the educational context, as are language competencies that, related to the demands of academic language, enable participation in education. However, the interrelationships between these aspects have hardly been empirically investigated in depth. Purpose and Methods: This systematic review addresses this research need, and aims to synthesise the existing evidence on the interrelationship between motivational/emotional and language-related variables. First, the relationship between learners’ motivation and emotions, and their language competencies is considered. Second, findings on how motivation and emotion depend on language-related factors are compiled. Results: A systematic data search conducted for this purpose yields seven studies. Five studies relate to the first concern, and confirm the effects of motivational and emotional variables on reading comprehension. Emotions, in particular, emerge as strong predictors. Two studies relate to the second concern, and report significant effects of language-related variations in text tasks on students’ motivation; however, neither study considers emotions. Implications: The findings are used to derive implications for language design in the educational context and identify important research gaps.
AB - Background: There is consensus in research that students’ motivation and emotions are important for learning and achievement processes in the educational context, as are language competencies that, related to the demands of academic language, enable participation in education. However, the interrelationships between these aspects have hardly been empirically investigated in depth. Purpose and Methods: This systematic review addresses this research need, and aims to synthesise the existing evidence on the interrelationship between motivational/emotional and language-related variables. First, the relationship between learners’ motivation and emotions, and their language competencies is considered. Second, findings on how motivation and emotion depend on language-related factors are compiled. Results: A systematic data search conducted for this purpose yields seven studies. Five studies relate to the first concern, and confirm the effects of motivational and emotional variables on reading comprehension. Emotions, in particular, emerge as strong predictors. Two studies relate to the second concern, and report significant effects of language-related variations in text tasks on students’ motivation; however, neither study considers emotions. Implications: The findings are used to derive implications for language design in the educational context and identify important research gaps.
KW - emotions
KW - language competencies
KW - language-related variations
KW - motivation
KW - reading comprehension
KW - students
KW - Educational science
UR - http://www.scopus.com/inward/record.url?scp=85135759580&partnerID=8YFLogxK
UR - https://www.mendeley.com/catalogue/be587908-d6ad-3ecc-b159-e2263ef7053f/
U2 - 10.17323/jle.2022.13572
DO - 10.17323/jle.2022.13572
M3 - Scientific review articles
VL - 8
SP - 179
EP - 191
JO - Journal of Language and Education
JF - Journal of Language and Education
SN - 2411-7390
IS - 2
ER -