oa South African Journal of Higher Education - Exploring constructivist task motivation of English L2 acquisition graduate students through learning materials

Volume 33 Number 1
  • ISSN : 1011-3487



English Second Language Acquisition (ESLA) students need relatively more support from their learning environment. This essential support could be in the form of task motivation through L2 materials in their academic endeavour to create knowledge among the English language community mainly consisting of peers and lecturers. In a bid to motivate students to perform planned tasks which eventually lead them to participating in language learning, of their own volition, the lecturer is cognisant of students’ Individual Differences (IDs) and links this to Dynamic Systems (DS) which do play a role in the ESLA process. The researcher motivated ESLA graduate students to perform tasks through L2 materials.

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