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<p>This study investigates the relations among the factors related to second language (L2) learning: L2 motivation (M), self-efficacy (S), autonomy (A), and L2 performance (P), in ludicized circumstances. Ludicization transforms traditional didactic language learning into entertaining virtual experiences that foster individuals’ autonomous explorations and problem-solving skills for substantial progress. Theoretically speaking, in ludicized language learning, the L2-related factors form three influencing paths: (1) the influence of M on A through S, (2) the influence of M on P through S, and (3) the influence of M on P through A. Since these factors are measurable through questionnaire instruments, this study employs observed variable path analysis (OVPA) to investigate the significance of these influencing relations. According to the original OVPA, the influencing paths (1) and (2) are significant in general ludicized language learning. Due to experiential features of L2-related factors according to the complex dynamic systems theory and the theory of directed motivational currents, the influencing relations are analyzable and comparable among three profiles from latent profile analysis (LPA). The profile-based OVPAs demonstrate insignificance of all relations, which suggests that individuals’ learning states/behaviors are dynamic in ludicized language learning.</p>

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Dynamic relations among L2 motivation, self-efficacy, autonomy, and L2 performance in ludicized language learning: observed variable path analyses with latent profile analysis

  • 期刊论文

  • 发表日期：

    2025年3月27日

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  • Qi Zhang

摘要

This study investigates the relations among the factors related to second language (L2) learning: L2 motivation (M), self-efficacy (S), autonomy (A), and L2 performance (P), in ludicized circumstances. Ludicization transforms traditional didactic language learning into entertaining virtual experiences that foster individuals’ autonomous explorations and problem-solving skills for substantial progress. Theoretically speaking, in ludicized language learning, the L2-related factors form three influencing paths: (1) the influence of M on A through S, (2) the influence of M on P through S, and (3) the influence of M on P through A. Since these factors are measurable through questionnaire instruments, this study employs observed variable path analysis (OVPA) to investigate the significance of these influencing relations. According to the original OVPA, the influencing paths (1) and (2) are significant in general ludicized language learning. Due to experiential features of L2-related factors according to the complex dynamic systems theory and the theory of directed motivational currents, the influencing relations are analyzable and comparable among three profiles from latent profile analysis (LPA). The profile-based OVPAs demonstrate insignificance of all relations, which suggests that individuals’ learning states/behaviors are dynamic in ludicized language learning.