UROP Project
Beyond the chronological age: Age identity, L2 motivation, and perceived working memory among elderly learners
elderly, working memory, L2 motivation, L2
Research Mentor: Wenxiao Li,
Department, College, Affiliation: School of Teacher Education , Education, Health, and Human Sciences
Contact Email: wl20bb@fsu.edu
Research Assistant Supervisor (if different from mentor):
Research Assistant Supervisor Email:
Faculty Collaborators:
Faculty Collaborators Email:
Department, College, Affiliation: School of Teacher Education , Education, Health, and Human Sciences
Contact Email: wl20bb@fsu.edu
Research Assistant Supervisor (if different from mentor):
Research Assistant Supervisor Email:
Faculty Collaborators:
Faculty Collaborators Email:
Looking for Research Assistants: Yes
Number of Research Assistants: 2
Relevant Majors: Open to all majors
Project Location: On FSU Main Campus
Research Assistant Transportation Required: Remote or In-person: Partially Remote
Approximate Weekly Hours: 5, Flexible schedule (Combination of business and outside of business. TBD between student and research mentor.)
Roundtable Times and Zoom Link:
Number of Research Assistants: 2
Relevant Majors: Open to all majors
Project Location: On FSU Main Campus
Research Assistant Transportation Required: Remote or In-person: Partially Remote
Approximate Weekly Hours: 5, Flexible schedule (Combination of business and outside of business. TBD between student and research mentor.)
Roundtable Times and Zoom Link:
- Day: Tuesday, September 2
Start Time: 12:00
End Time: 12:30
Zoom Link: https://fsu.zoom.us/my/lwenxiao - Day: Wednesday, September 3
Start Time: 12:00
End Time: 12:30
Zoom Link: https://fsu.zoom.us/my/lwenxiao - Day: Thursday, September 4
Start Time: 12:00
End Time: 12:30
Zoom Link: https://fsu.zoom.us/my/lwenxiao
Project Description
Recently, the increasing attention to non-WERID (western, educated, rich, industrialized, and democratic) learners (Godfroid & Andringa, 2023) have been reflected in the uprising trend of studies dedicated to these groups, promoting equity, diversity, inclusion, and decolonization (EDID) in the field (Li et al., 2023). Despite the effort, some existing studies unintentionally perpetuate the stereotypes of these underrepresented learners. For example, among studies about the elderly learners, most of them identified the elderly based on their chronological age only while studies in other fields indicated ones’ subjective age (i.e., age identity) might be a more sensitive indicator than chronological age (Bowling et al., 2005) of their health, psychological, and social characteristics.With a mixed-method design, this study therefore will investigate how age identity influenced older adults’ L2 motivation (i.e, L2 self, ought-to L2 self, and anti-ought-to self) and (perceived) working memory. A questionnaire, adapted from established frameworks (Dörnyei, 2009; Thompson, 2021; Vallat-Azouvi et al, 2012), will be distributed among 120 elderly L2 learners from China and the US, respectively. Complementary qualitative data will be also obtained through semi-structured interviews. Noticeably, due to the different perspectives of aging in various cultures (Hess & Emery, 2011), this study also will involve a culture perspective, which will be emphasized in the later semi-structured interview as well. The quantitative data will then analyzed using regression analysis. The findings of this study will emphasize the necessity of critical reflection on engaging non-WERID populations, advocating for nuanced approaches that avoid reinforcing stereotypes and effectively contribute to EDID in SLA research.
Research Tasks: Literature review: finding existing studies that are relevant to this study and outline the framework of literature review
Data collection: recruiting participants and developing interview protocols
Data analysis: Quantitative analysis through SPSS and thematic analysis through open coding approach.
Skills that research assistant(s) may need: recommended: SPSS, thematic analysis experiences, experiences of developing or adapting a questionnaire, social media
Mentoring Philosophy
Coming from a background in second and foreign language teaching, and as an international female scholar, I am dedicated to creating a collaborative and inclusive atmosphere that emphasizes the importance of effective communication. My experiences across multiple cultures have helped me recognize the diversity of communication styles, and I strive to work with mentees in ways that honor and accommodate their individual approaches. By fostering clear, respectful, and efficient communication, I aim to cultivate the kind of interpersonal collaboration that is essential to the success of my projects.Having been a mentee myself, I understand the desire to gain meaningful academic experiences while preparing for future challenges. Therefore, I am committed to providing my mentees with opportunities to engage in all stages of research, from literature review and data collection to framing reports and disseminating findings. These experiences will not only enhance their skills but also strengthen their confidence and readiness for the demands of the field.
Finally, I believe that research, like any meaningful endeavor, should be enjoyable. One lesson I have learned from training dogs as a hobby is that growth comes most naturally when the process is engaging and fun. Likewise, through clear communication, structured tasks, and a mentee-centered approach, I hope to create an environment where everyone can enjoy the collaborative process of addressing important questions together.