Current research on English as a foreign language (EFL) learning frequently uses self-report
data to measure both students’ perceived language skills and their motivation. It has been
shown, however, that the accuracy of self-reported data can be hindered by differences in
respondents’ scale usage. In this project, we study the differences in Czech lower-secondary
students’ scale usage in regard to their perceived EFL knowledge and skills and their motivation
for learning EFL, in a large-scale questionnaire survey. Furthermore, we study the relationship
of these concepts to school, family, peer, and individual factors and we explore how these
relationships can be affected by differences in scale usage. We also aim to address the gap in
research concerning the paradoxical negative relationship between self-reported student
motivation for learning and results in achievement tests and examine them in the context of EFL
research. The outcomes of the project include studies in impact factor journals, a Scopusindexed journal, and other peer-reviewed journals.

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Masaryk University is committed to the UN Sustainable Development Goals, which aim to improve the conditions and quality of life on our planet by 2030.

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