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<p style="text-align: justify;">Feeling successful and accomplished is an important aspect of well-being according to Seligman&rsquo;s (2011) PERMA model, which seems to represent an interesting intersection of objective and subjective as well as individual and social factors that are all relevant to flourishing. This paper describes a pilot study aimed at developing an instrument for measuring both individual and social aspects of teacher well-being. In addition, we also investigate the ways the well-being scales used in the study influence the extent to which teachers feel successful in their work. A long-term aim of the study is the development of an application or website where teachers can get personalized information on various aspects of their well-being. As regards the findings of the current pilot study, it lent support to the reliability of the piloted scales and showed that teachers tend to experience positive emotions and accomplishment/success when working. It appears that teachers find meaning in their profession, are often engaged and perhaps experience flow in their work environment. They tend to have good relations with their colleagues while also experiencing a certain amount of stress as a result of various expectations regarding student achievement. At the same time, collegial leadership seems to be less characteristic of the principals of Hungarian schools, and teachers report lower levels of resilience and health. Various paths of achieving accomplishment/success have also been identified in our study.</p>

ltrq.2025.48.12.pdf

Original Research 

ltrq.2025.48.12.xml

Positive Paths to Feeling Successful and Accomplished in Teaching English: A Teacher-Focused Pilot Study in Hungary

Guest-editors: 
Mirosław Pawlak, PhD, Adam Mickiewicz University, Poznań, Poland University of Applied Sciences, Konin, Poland
Zhisheng (Edward) Wen, PhD, College of Professional and Continuing Education, The Hong Kong Polytechnic University, China
Hassan Mohebbi, PhD, Independent Researcher, Turkey


Special Issue: In Honour of Peter D. MacIntyre’s Contributions to Psychology of Language and Communication and Second Language Research Methodology

<p style="text-align:justify;">Second language (L2)&nbsp;motivation research has been thriving for the past decades by emphasizing L2&nbsp;motivation theories and describing the motivated learner, while relatively few&nbsp;studies have dealt with how to motivate students in a systematic way. Approaches&nbsp;in these studies either included investigations into the role of different&nbsp;motivational strategies that teachers can use to motivate their students&nbsp;(Dörnyei &amp; Csizér, 1998; Guilloteaux &amp; Dörnyei, 2008) or the impact of&nbsp;various intervention methods (Chan, 2014; Mackay, 2014; Magid, 2014). Even&nbsp;though more situated and classroom-room related projects have been completed&nbsp;recently (Henry, Sundqvist &amp; Thorsen, 2019), there is a need to provide&nbsp;further systematic analyses of how to maximize learner’s L2 motivation in the&nbsp;21st century. To fulfill this aim, the present theoretical investigation first&nbsp;summarizes the most important L2 motivation theories and their contributions to&nbsp;learner motivation, then outlines the challenges that make motivating students&nbsp;difficult in the 21stcentury. These areas comprise the role of English as a&nbsp;lingua franca, students’ plurilingual identities and the relationship between student motivation and autonomy as a user. Among the main results and implications of the investigation features the finding that student motivation&nbsp;can be increased by engaging learners on their own terms and by involving their reality and creativity in the language learning process. Methods and activities&nbsp;which enable students to act as L2 users in the language class include translation and literature. In addition, the classroom as a venue of genuine&nbsp;communication can have a positive impact on student motivation in the practice&nbsp;of language teaching.</p>

Helping to Maximize Learners’ Motivation for Second Language Learning

ltrq.2020.19.02.xml

Guest-editors: 
Christine Coombe, PhD, Higher Colleges of Technology, Dubai, UAE
Hassan Mohebbi, PhD, Independent Researcher, Turkey


Special Issue: Pathways to the Successful Teaching and Learning of an L2: In Honour of Andrew D. Cohen