TY - JOUR AU - Kálmán, Csaba TI - SUPERMOTIVATORS IN LANGUAGE EDUCATION. AN INTERVIEW STUDY ON TEACHERS’ MOTIVATING AGENCY TS - AN INTERVIEW STUDY ON TEACHERS’ MOTIVATING AGENCY JF - EUROPEAN JOURNAL OF APPLIED LINGUISTICS AND TEFL J2 - EJALTEFL VL - 12 PY - 2023 IS - 1 SP - 23 EP - 50 PG - 28 SN - 2192-1032 UR - https://m2.mtmt.hu/api/publication/34134288 ID - 34134288 AB - An increasing number of studies conducted in recent years on the teacher’s motivational influence indicate that the teacher’s role in motivation is more salient than has been demonstrated so far. Several studies have shown that some teachers express more motivational agency than others in spite of teaching in similar contexts. This might be indicative of the impact of implicit motivation, that is to say, the language teacher’s motivational influence deriving from the motivational power of the teacher’s personality and behaviour, and not from an explicit use of motivational strategies. While the theoretical underpinnings of foreign language (FL) teachers’ motivational strategies are conceptualised and have been validated , the conceptualisation of the teacher’s implicit motivating impact has not been worked out, and empirical evidence revealing motivating language teachers’ attributes and implicit motivating influence is meagre. This article addresses the above niche of la nguage teachers’ implicit motivation by investigating language learners’ perceptions of supermotivators, that is, language teachers with extraordinary motivating agency. The article examines what teachers’ extraordinary implicit motivating agency encapsula tes by reporting on an interview study with 16 primary and 16 secondary school FL learners in Hungary. Results suggest that the constituents of extraordinary implicit motivating agency include support, kindness, empathy, enthusiasm, conscientiousness, charisma, joy and the appearance of the teacher, as well as behavioural and attitudinal attributes evoking achievement and social emotions in language learners. These attributes seem to contribute to extraordinary motivating agency both in primary and secondary school settings in Hungary with minor differences between the two contexts. LA - English DB - MTMT ER - TY - CHAP AU - Kálmán, Csaba AU - Csizér, Kata ED - Rónay, Zoltán ED - Muth-Fazekas, Ágnes ED - Horváth, László ED - Kálmán, Orsolya TI - Idegennyelv-tanulási tapasztalatok vizsgálata Magyarországon. Két interjúkutatás összehasonlítása TS - Két interjúkutatás összehasonlítása T2 - Keresni az újat szüntelen... PB - L'Harmattan Kiadó CY - Budapest SN - 9789634149187 T3 - Metszéspontok PY - 2022 SP - 432 EP - 453 PG - 22 UR - https://m2.mtmt.hu/api/publication/34135761 ID - 34135761 AB - Annak ellenére, hogy a tanulási tapasztalatoknak az idegennyelv-tanulási motivációra gyakorolt hatását széles körben elismerték és hangsúlyozták, alig van olyan tanulmány, amely ezekre a tanulási tapasztalatokra koncentrálna. Ez inspirált bennünket jelen tanulmány elkészítésére, amelynek az a célja, hogy feltérképezze korábbi és jelenlegi nyelvtanulók nyelvtanulási tapasztalatait annak érdekében, hogy képet alkothassunk az idegennyelv-tanulási tapasztalat lehetséges összetevőiről. Az adatokat egy kvalitatív mérőeszköz segítségével gyűjtöttük 22 résztvevővel két almintában. A résztvevők közül tízen angol nyelvtanárok voltak, akiket múltbéli idegennyelv-tanulási tapasztalataikról kérdeztünk, a másik 12 résztvevő pedig jelenlegi angoltanulási tapasztalataiba nyújtott betekintést az interjúk során. Tanulmányunk legfontosabb eredménye az, hogy az idegennyelv-tanulási tapasztalat komplex konstruktum, amely közvetlen és valós idejű komponenseket, valamint az én-hez kötődő összetevőket és attribúciókat tartalmaz. A nyelvtanulás sikere, a tanár személyisége, a kontaktus-élmények, valamint az idegen nyelv iránti attitűd mindkét alcsoport számára fontos összetevő. A retrospektív és a valós-idejű tapasztalatok közötti különbségek és hasonlóságok megvitatása mellett, tanulmányunkban pedagógiai és kutatási implikációkkal is szolgálunk. LA - Hungarian DB - MTMT ER - TY - CHAP AU - Peták, Szabolcs AU - Kálmán, Csaba ED - Tankó, Gyula ED - Wind, Attila Miklós TI - The Charismatic Teacher. An Interview Study on the Motivating Agency of Charismatic Language Teachers in Hungarian Higher Education TS - An Interview Study on the Motivating Agency of Charismatic Language Teachers in Hungarian Higher Education T2 - DEAL 2022 PB - ELTE Eötvös Kiadó CY - Budapest SN - 9789634895510 PY - 2022 SP - 259 EP - 289 PG - 31 DO - 10.21862/ELTE.DEAL.2022.10.259 UR - https://m2.mtmt.hu/api/publication/33553140 ID - 33553140 AB - Language teachers’ explicit motivational strategies and their motivational power have been thoroughly studied by a number of researchers in L2 motivation research; however, the personal qualities of language teachers have yet to be scrutinized as important sources in the generation of L2 motivation. One such personality trait is charisma. This study aims to investigate how university foreign language (FL) teachers and English language teacher trainees regard charisma as an implicit motivational tool. The research focuses on the qualities that make a FL teacher charismatic and on the motivational power of charismatic behavior. Semi-structured interviews were conducted with eight teachers and eight teacher trainees from a Hungarian university in order to explore the motivational impact of teacher charisma. Results show that subject knowledge, methodological knowledge, and positive character traits were found to be the most distinctive features of charismatic L2 teachers, who were also generally seen as outstanding motivators. LA - English DB - MTMT ER - TY - JOUR AU - Kálmán, Csaba AU - Csizér, Kata AU - Győri, János AU - Horváth, László AU - Halász, Gábor TI - Editorial JF - JOURNAL OF ADULT LEARNING KNOWLEDGE AND INNOVATION J2 - JALKI VL - 5 PY - 2022 IS - 2 SP - 47 EP - 48 PG - 2 SN - 2631-1348 DO - 10.1556/2059.2022.00054 UR - https://m2.mtmt.hu/api/publication/33087264 ID - 33087264 LA - English DB - MTMT ER - TY - JOUR AU - Stamenkovska, Tatjana AU - Kálmán, Csaba AU - Győri, János TI - The motivational disposition of international students learning foreign languages in Hungary. Testing the L2 motivation self system in the Hungarian context TS - Testing the L2 motivation self system in the Hungarian context JF - JOURNAL OF ADULT LEARNING KNOWLEDGE AND INNOVATION J2 - JALKI VL - 5 PY - 2022 IS - 2 SP - 101 EP - 110 PG - 10 SN - 2631-1348 DO - 10.1556/2059.2022.00060 UR - https://m2.mtmt.hu/api/publication/33087263 ID - 33087263 AB - While the L2 Motivational Self System (L2MSS) (Dörnyei, 2005, 2019) has been researched extensively in the Hungarian context, it has not been used to test international students' motivational dispositions towards learning foreign languages. Therefore, the objective of this paper is to report a study that aimed to test the L2MSS on 34 international students who learned Hungarian or English as a foreign language (EFL) during their studies in Hungary. The pilot questionnaire contained nine scales adapted from Taguchi, Magid, and Papi (2009). Besides the ideal L2 self and ought-to L2 self, the scales measured other influential learning and environmental impacts that exert their influence on the L2 learning experience, the third constituent of the model, with a view to better understanding what motivates international students to learn foreign languages. The findings of the pilot revealed that the adapted instrument worked in the Hungarian context and that international learners' motivational dispositions were mostly affected by learners' attitudes towards the foreign language community. Linear regression analysis revealed that the participants' motivated learning behavior could be predicted by their intrinsic and instrumental motivation. Significant differences were found between male and female respondents regarding their L2 ought-to selves and instrumental motivation. Besides explaining the attitudes that the learners have towards the foreign language community, the findings can be utilized to further enhance learners' motivation once the results are fed back to the community of professionals teaching similar students. LA - English DB - MTMT ER - TY - JOUR AU - Maung, Ei Phyoe AU - Kálmán, Csaba AU - Győri, János TI - Myanmar EFL pre-service teachers' motivational disposition in English writing. A pilot study TS - A pilot study JF - JOURNAL OF ADULT LEARNING KNOWLEDGE AND INNOVATION J2 - JALKI VL - 5 PY - 2022 IS - 2 SP - 60 EP - 70 PG - 11 SN - 2631-1348 DO - 10.1556/2059.2022.00061 UR - https://m2.mtmt.hu/api/publication/33087261 ID - 33087261 AB - Since acquiring writing skills in the English language is a multiplex task as it includes several complex cognitive activities (Tillema, 2012), it is a challenging skill to master for English as a foreign language (EFL) students. The acquisition of this skill is also affected by motivation, which has a great impact on the success or failure of learning the target language (Dörnyei & Ushioda, 2011), and significantly influences the learner's academic and professional performance (Csizér & Dörnyei, 2005). Lack of research focusing on investigating the motivating effect of different aspects of English writing in the Myanmar context provided inspiration to conduct the present pilot study, which focused on mapping the motivational profile of 54 EFL pre-service teachers in English writing in Myanmar. The questionnaire developed by the authors was piloted in September 2020. Results indicate that out of the 12 dimensions measured, pre-service teachers' ideal selves and instrumental motivation seem to be the most motivating aspects of English writing, and there is a strong correlation between these two scales suggesting that the participants' ideal L2 self has a pragmatic focus. Moreover, regression analysis shows that pre-service teachers' intrinsic motivation, and their ideal selves contribute most to their motivated learning behavior. LA - English DB - MTMT ER - TY - GEN ED - Kálmán, Csaba ED - Csizér, Kata ED - Győri, János ED - Horváth, László ED - Halász, Gábor TI - International diversity in teacher and higher education research in the 21st century, a special issue of the Journal of Adult Learning, Knowledge and Innovation PY - 2022 SP - 47 EP - 134 PG - 88 UR - https://m2.mtmt.hu/api/publication/33087258 ID - 33087258 LA - English DB - MTMT ER - TY - JOUR AU - Kovács, Zsuzsa AU - Kálmán, Csaba TI - Professional learning in the workplace JF - JOURNAL OF ADULT LEARNING KNOWLEDGE AND INNOVATION J2 - JALKI VL - 4 PY - 2022 IS - 2 SP - 41 EP - 43 PG - 3 SN - 2631-1348 DO - 10.1556/2059.2021.00046 UR - https://m2.mtmt.hu/api/publication/32686167 ID - 32686167 LA - English DB - MTMT ER - TY - JOUR AU - Mmari , James Elikana AU - Kovács, Zsuzsa AU - Kálmán, Csaba TI - Education sector policies and their role in the integration of workplace learning and higher education. A case of Tanzania’s higher technical and engineering education TS - A case of Tanzania’s higher technical and engineering education JF - JOURNAL OF ADULT LEARNING KNOWLEDGE AND INNOVATION J2 - JALKI VL - 4 PY - 2022 IS - 2 SP - 76 EP - 87 PG - 12 SN - 2631-1348 DO - 10.1556/2059.2021.00051 UR - https://m2.mtmt.hu/api/publication/32642547 ID - 32642547 LA - English DB - MTMT ER - TY - CHAP AU - Kálmán, Csaba AU - Csizér, Kata AU - Albert, Ágnes Erzsébet ED - Molnár, Gyöngyvér ED - Tóth, Edit TI - ESETTANULMÁNYOK ALKALMAZHATÓSÁGA A NYELVPEDAGÓGIAI KUTATÁSOKBAN T2 - A neveléstudomány válaszai a jövő kihívásaira. XXI. Országos Neveléstudományi Konferencia. Program, előadás-összefoglalók PB - Szegedi Tudományegyetem Neveléstudományi Intézet CY - Szeged SN - 9789633068335 PY - 2021 SP - 555 PG - 1 UR - https://m2.mtmt.hu/api/publication/33602739 ID - 33602739 LA - Hungarian DB - MTMT ER -