Interaction between CSL students' motivation and anxiety under different L2 writing tasks: evidence from Vietnamese university students.

Introduction: Improving task motivation can reduce anxiety and enhance the efficiency of second language (L2) learning. However, previous research has not determined whether the relationship between task motivation and anxiety is unidirectional facilitation or bidirectional interaction. The reasons for these "relationships" and their impact on L2 learning have not been analysed in depth yet. Methods: This study investigated the interaction between task motivation and anxiety via qualitative and quantitative research methods with the participation of 229 Vietnamese university students, who were divided into three L2 writing task groups, including the free choice group (FC), the limited choice group (LC), and the no choice group (NC). Results: The quantitative results show that the higher individuals' autonomy levels were, the higher their task motivation levels would be. Besides, the high level of task anxiety reduced task motivation among Vietnamese university students and exited other anxiety factors. The qualitative analysis of semi-structured interviews conducted with 32 Vietnamese university students showed that a small number of negative factors might trigger low levels of task anxiety. Discussion: Nevertheless, the results for participants with different levels of Chinese language proficiency were highly variable. Participants with better cognitive and Chinese language levels regarded task anxiety as an opportunity to practice their Chinese language skills. They were motivated to complete the task, while participants with lower Chinese language levels exhibited low confidence and experienced more challenges when completing the task.

Understanding the importance of motivational intensity in English as a foreign language context: A structural equation modeling analysis.

Introduction: Motivational intensity is the effort learners make in language learning. It is an essential component and a direct measurement of L2 motivation. Few studies have distinguished motivational intensity from motivation and explored its role in learning English as a foreign language (EFL). Methods: This study examined 208 university students from Hong Kong to investigate the factors that affect motivational intensity and explored the relationship between motivational intensity and learning motivation using structural equation modeling (SEM). Results and discussion: The students' motivational intensity was affected by personal factors (daily English-learning time and stage of English learning), family factors (monthly household income and parental attitudes), and school factors (English learning engagement and satisfaction). The differences in personal factors, school factors and monthly household income of family factors among different motivational intensity groups were significant whereas the difference in parental attitudes (family factors) between the high- and the low-motivational intensity groups was insignificant. As for the relationship between motivational intensity and motivation, motivational intensity indirectly affected students' intrinsic interest through their attitudes toward native English speakers (ß = 0.16, p = 0.041 < 0.05). The significant path coefficient from the learning situation to attitudes toward native speakers was negative (p < 0.05), indicating that attitudes toward native speakers decline even when the learning situation improves. This study enriched the theoretical study of motivation theory and provided teaching suggestions for improving EFL learning.

Vocabulary Learning in Chinese as a Second Language: Exploring the Role of Self-Regulation in Facilitating Vocabulary Knowledge of Second Language Learners.

Vocabulary knowledge comprises depth and breadth, which are regarded as important indicators of second language (L2) learning capability. Self-regulation is a key factor in promoting vocabulary knowledge. However, the role and contribution of depth and breadth in and to L2 learning, as well as the predictive role of different factors of self-regulation in depth and breadth, remain unclear. Therefore, this study aims to identify the relationship between vocabulary knowledge and self-regulation by establishing a structural equation model based on exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) using self-regulation and vocabulary knowledge (depth and breadth) questionnaires. A total of 215 Vietnamese university students participated in the research. The results show that Vietnamese university students generally obtain high scores in breadth, but their scores vary in depth, which indicates although most of them can accurately understand some aspects of Chinese word meaning, they are not able to command the form and usage of words. In addition, there is a negative correlation between self-regulation and vocabulary breadth, which demonstrates that high self-regulation, especially emotional control, can affect Vietnamese university students' vocabulary learning. This study also proposes some suggestions for Chinese vocabulary teaching.

Fluid Shear Stress Upregulates E-Tmod41 via miR-23b-3p and Contributes to F-Actin Cytoskeleton Remodeling during Erythropoiesis.

The membrane skeleton of mature erythrocyte is formed during erythroid differentiation. Fluid shear stress is one of the main factors that promote embryonic hematopoiesis, however, its effects on erythroid differentiation and cytoskeleton remodeling are unclear. Erythrocyte tropomodulin of 41 kDa (E-Tmod41) caps the pointed end of actin filament (F-actin) and is critical for the formation of hexagonal topology of erythrocyte membrane skeleton. Our study focused on the regulation of E-Tmod41 and its role in F-actin cytoskeleton remodeling during erythroid differentiation induced by fluid shear stress. Mouse erythroleukemia (MEL) cells and embryonic erythroblasts were subjected to fluid shear stress (5 dyn/cm2) and erythroid differentiation was induced in both cells. F-actin content and E-Tmod41 expression were significantly increased in MEL cells after shearing. E-Tmod41 overexpression resulted in a significant increase in F-actin content, while the knockdown of E-Tmod41 generated the opposite result. An E-Tmod 3'UTR targeting miRNA, miR-23b-3p, was found suppressed by shear stress. When miR-23b-3p level was overexpressed / inhibited, both E-Tmod41 protein level and F-actin content were reduced / augmented. Furthermore, among the two alternative promoters of E-Tmod, PE0 (upstream of exon 0), which mainly drives the expression of E-Tmod41, was found activated by shear stress. In conclusion, our results suggest that fluid shear stress could induce erythroid differentiation and F-actin cytoskeleton remodeling. It upregulates E-Tmod41 expression through miR-23b-3p suppression and PE0 promoter activation, which, in turn, contributes to F-actin cytoskeleton remodeling.