36.1722, Reviews: Motivation, Autonomy and Emotions in Foreign Language Learning: Dash (2025)

[The LINGUIST List]

LINGUIST List: Vol-36-1722. Tue Jun 03 2025. ISSN: 1069 - 4875.

Subject: 36.1722, Reviews: Motivation, Autonomy and Emotions in Foreign Language Learning: Dash (2025)

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Date: 02-Jun-2025
From: Suhasini Dash [suhasini.dash24 at gmail.com]
Subject: Applied Linguistics: Dash (2025)


Book announced at https://linguistlist.org/issues/35-3203

Title: Motivation, Autonomy and Emotions in Foreign Language Learning
Subtitle: A Multi-Perspective Investigation in Hungary
Series Title: Psychology of Language Learning and Teaching
Publication Year: 2024

Publisher: Multilingual Matters
           http://www.multilingual-matters.com/
Book URL:
https://www.multilingual-matters.com/page/detail/?K=9781800412743

Author(s): Kata Csizér, Dávid Smid, Anna Zólyomi, Ágnes Albert

Reviewer: Suhasini Dash

SUMMARY
In their book Motivation, Autonomy and Emotions in Foreign Language
Learning: A Multi-Perspective Investigation in Hungary (2025), authors
Kata Csizér, Dávid Smid, Anna Zólyomi, and Ágnes Albert examine
individual difference (ID) variables that lead to the success or
failure of foreign language learners. The research identifies and
examines three fundamental sets of ID variables: (1) motivation,
identified as a fundamental factor in language learning; (2) autonomy,
identified as highly relevant to the Hungarian educational context;
and (3) self-efficacy, which the authors identify as being related to
both motivation and autonomy, and as a pertinent factor in determining
learners' goals, emotions, and motivation. Besides student
perceptions, the book offers the views of English language teachers on
the significance and classroom applicability of these ID variables.
Drawing from a substantial pool of data and a carefully crafted
research design, the authors attempt to paint a holistic picture of
the learning environment within Hungarian public schools. They provide
insights not only from the perspective of students but also from that
of teachers, thus allowing for a richer understanding of how these ID
variables operate within educational contexts. This dual perspective
is a significant feature that enhances the book's relevance and depth,
making it an important contribution to the study of second language
acquisition in a specific cultural and educational settings.
        By examining student motivation, autonomy, and self-efficacy
alongside teacher perceptions, the authors provide a valuable
multi-perspective approach that deepens our understanding of affective
factors in second language (L2) learning. Motivation, autonomy, and
self-efficacy are well-recognised in the field of applied linguistics
as crucial components that can either enhance or inhibit the success
of language learners. In this study, these components are explored in
relation to one another and are assessed for their individual and
combined effects on learning outcomes. The research design includes
the collection of data from both students and teachers, thus giving
equal weight to learner experience and instructional insight. Through
this multi-perspective approach, the authors highlight how learner
emotions and self-perceptions influence engagement, persistence, and
overall achievement in L2 classrooms. At the same time, they examine
how teacher beliefs and classroom practices intersect with these
learner variables to either support or undermine language development.
        One of the book's key strengths lies in its clear structure
and systematic presentation of both theoretical foundations and
empirical results. The authors have organised the material into a
coherent and logical sequence of chapters that guide the reader from
the conceptual framework of the study to its methodological design and
finally to the presentation and discussion of findings. This
structured approach facilitates comprehension and enables readers to
follow the progression of the research with clarity.
Chapter 1 introduces the research, focusing on the motivation behind
the research.
Chapter 2 contextualises the study in the Hungarian public school
system, outlining the features of second language (L2) acquisition in
schools and providing an overview of the qualifications and
professional settings of the L2 teachers.
Chapter 3 identifies the study's theoretical underpinnings, describing
and investigating the core ID variables—motivation, autonomy, and
emotions—and assessing relevant literature that accounts for their
interdependencies.
Chapter 4 establishes the research questions, aiming to capture both
teacher and student views, and describes the mixed-methods research
design. This involved analysis of cross-sectional and longitudinal
student questionnaires, teacher interviews, classroom tasks, and
observations.
Chapter 5 introduces the results and discussion section. It deals with
student-related factors like gender, attendance patterns, order of L2
acquisition, and regional variation, to observe how these affect
language learning outcomes.
Chapter 6 provides the analysis of the teacher interviews based on the
individual difference (ID) variables covered under the student
questionnaire. On the one hand, the aim was to confirm which ID
variables were cited by teachers as being pertinent to their teaching
styles. On the other hand, the research sought to gather their views
on whether the respective ID variables quoted in the student survey
could be applied.
Chapter 7 explores the students' profiles and the diverse
interrelationship patterns of individual difference (ID) variables in
various populations of students. For a further exploration of
Hungarian high school English as a Foreign Language (EFL) learners'
second language (L2) learning profiles, the authors administered a
cluster analysis series of procedures. Results indicated a number of
different clusters of students that were characterized based on four
critical aspects of the second language learning process: positive and
negative emotions, learner autonomy, and motivation to learn an L2.
Chapter 8 gives a general integration of the main individual
difference (ID) variables discussed in the study, as per questionnaire
data from the students' and teachers' responses to interview
questions.
Chapter 9 begins with the presentation of research findings, orienting
specifically toward the research questions posed and commenting on
principal conclusions. It also addresses the study's limitations,
commenting on potential limitations in terms of scope and methodology.
EVALUATION
Motivation, Autonomy and Emotions in Foreign Language Learning: A
Multi-Perspective Investigation in Hungary (2025) offers a
comprehensive and empirically grounded investigation into the role of
individual difference (ID) variables in the context of Hungarian
secondary school, English as a Foreign Language (EFL) education. The
authors contextualise their study effectively within the Hungarian
educational system, making the work particularly relevant for scholars
interested in Central and Eastern European language learning contexts.
A detailed overview of the public school system in Hungary is provided
early in the book, including information on the structure of L2
instruction, the qualifications of English teachers, and the general
challenges faced by both students and educators. This
contextualization allows readers to appreciate the specific
educational realities that inform the study’s findings and helps in
understanding the implications of the research in a localized setting.
By situating the research in Hungary, the authors also contribute to a
growing body of literature that focuses on underrepresented
educational contexts, thus broadening the geographical scope of second
language acquisition studies.
        Their parallel exploration of teacher and student perspectives
is especially noteworthy, as it offers insight into the
often-overlooked role of teacher beliefs in shaping the learning
environment. While student experiences and perceptions are frequently
the focus of ID research, this book gives equal importance to what
teachers think and feel about these variables. Teachers are
interviewed about their views on motivation, autonomy, and emotions in
the classroom, as well as about how they incorporate these concepts
into their instructional practices. These insights are valuable for
understanding how theoretical constructs are employed in real teaching
contexts. Furthermore, the comparative analysis between student and
teacher perspectives enables the identification of potential
mismatches or alignments, thereby offering practical implications for
improving classroom interaction and instructional strategies.
        However, the book's focus on quantitative data, while
methodologically sound, may limit its accessibility for readers more
interested in pedagogical implications. The authors employ a
mixed-methods design that includes a significant quantitative
component, such as the use of surveys, statistical analysis, and
cluster analysis. While this approach lends robustness to the findings
and allows for the generalization of certain trends, it may come at
the cost of losing some of the richness that qualitative data can
offer. Readers who are more interested in understanding classroom
dynamics or in applying the findings directly to teaching practices
might find the emphasis on numbers and statistical relationships less
engaging. Nonetheless, the authors make an effort to interpret the
quantitative results in meaningful ways, relating them back to
real-world teaching and learning scenarios.
        Moreover, the study's strong contextual grounding in Hungary
may also limit the generalizability of its findings to broader or more
diverse educational settings. While the local focus is a strength in
terms of specificity and relevance to the Hungarian context, it also
means that the results may not readily apply to countries with
different educational systems, cultural attitudes toward language
learning, or teacher training standards. Readers seeking universally
applicable conclusions may need to interpret the findings with caution
and consider how contextual factors might influence outcomes in their
own settings.
        Despite these limitations, the book makes a significant
contribution to the field of foreign language education by
highlighting the complex interplay of motivation, autonomy, and
emotions in L2 learning. These three ID variables are explored not in
isolation but as interrelated components that collectively shape the
learner’s experience and trajectory. The authors demonstrate that
motivation can be both a cause and an effect of successful language
learning, that autonomy can empower learners to take charge of their
educational journey, and that emotions, both positive and negative,
can significantly influence classroom behaviour and academic outcomes.
By bringing these elements together in one comprehensive study, the
book offers a nuanced understanding of how affective and cognitive
factors intersect in the language learning process.
        The book will be particularly useful to researchers and
educators interested in the psychological dimensions of language
learning, as well as in the design of context-sensitive,
learner-centered instruction. The insights provided by the authors can
inform curriculum design, teacher training, and policy-making by
emphasizing the importance of attending to individual learner
differences.
        In conclusion, Motivation, Autonomy and Emotions in Foreign
Language Learning: A Multi-Perspective Investigation in Hungary (2025)
is a meticulously researched and thoughtfully presented work that
offers valuable insights into the psychological underpinnings of
second language acquisition. Through its dual focus on student and
teacher perspectives and its careful analysis of individual difference
variables, the book provides a rich resource for those seeking to
understand or improve language learning outcomes. The study stands as
a strong example of how contextually grounded, empirically supported
research can enhance our understanding of complex educational
phenomena.
REFERENCES
N.A
ABOUT THE REVIEWER
Dr. Suhasini Dash is an Assistant Professor and linguist based in
India, specializing in phonology and morphophonology. Her research
interests include Optimality Theory, language variation, and tribal
multilingualism. In addition to her research, she currently teaches
Professional and Business Communication to management and engineering
students at the tertiary level in India.



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