New publication advances CLER's work on language, education and academic achievement

New study explores how Chinese university students' future aspirations shape their motivation to learn English vocabulary.

How can students’ future aspirations shape their engagement with language learning and academic development? A new publication by Taguhi Sahakyan, Yanan Meng, and Thi Ngoc Yen Dang explores this question, contributing to one of the Centre for Language and Education Research (CLER)'s core research strands: Language, Education and Academic Achievement. 

The article, Vision and Vocabulary: Chinese EMI Undergraduates’ Ideal L2 Selves and Motivation to Learn Vocabulary, published in the Journal of the European Second Language Association, examines the relationship between students' imagined future identities and their motivation to develop English vocabulary. 

Drawing on theories of vision and second language motivation, the researchers adopted a qualitative approach to investigate the experiences of eight second-year undergraduate students studying on English-medium programmes at two universities in China. 

The study invited students to create visual representations of their ideal future selves, identify vocabulary associated with their aspirations, and discuss their choices in semi-structured interviews. Vocabulary tests provided an additional perspective on their language knowledge. 

The findings highlight how students' academic and professional ambitions can give language learning a personal sense of purpose. Participants connected vocabulary acquisition to their imagined futures, identifying words and expressions they considered important for achieving their educational and career goals. 

The research offers insights into the ways language learning, educational contexts and students' aspirations intersect. It also points to the value of connecting vocabulary development with learners' disciplinary interests and longer-term academic and professional ambitions. 

This publication advances the Centre for Language and Education Research's strand on Language, Education and Academic Achievement, reflecting its interest in understanding how language shapes educational experiences and opportunities for academic development. 

By investigating the connections between learner motivation, vocabulary development and English-medium education, the study contributes to wider discussions about how teaching and learning can respond to students' academic needs and aspirations. 

Read the full article: Vision and Vocabulary: Chinese EMI Undergraduates’ Ideal L2 Selves and Motivation to Learn Vocabulary DOI: 10.22599/jesla.172