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Psychology Personal Statement Guide

Writing a personal statement is not simple, as it demands a lot from you. It requires you to be introspective and analytical about your opinions, interests, and motivations. It wants you to show yourself to your best advantage without coming across as arrogant and boastful . It asks you to convince people you’ve never met to offer a place on their course to someone they have little knowledge of. All of this in 4000 characters or fewer? Not so easy.

This guide is designed to help you navigate this challenging, but hopefully ultimately rewarding, task by taking you through what makes a good and a not-so-good psychology personal statement. It will give you a very good idea of what a personal statement is and isn’t, as well as what admissions tutors are looking for, and how to present yourself in the best light. The guide will lead you through the following points:

Why are Personal Statements Important?
What Should I Include in a Psychology Personal Statement?
What Should I Avoid in a Psychology Personal Statement?

Advice on How to Start a Psychology Personal Statement

Advice on how to finish a psychology personal statement .

What Should I Avoid in a Psychology Personal Statement ?

While personal statements should be personal to you, yours should not be about your own psychological or mental health history . Even if some or all of your motivation for studying the subject stems from this, it would be inappropriate to state as much since you should retain a scientifically objective interest in the formal academic subject beyond how it might be relevant to you personally.

You should also avoid talking about how the degree might help you to understand your own mentality or psychological health as this isn’t a guaranteed outcome of the course, and could suggest you’ve misunderstood what it involves.

Remember to maintain a formal, professional, and academic detachment and tone throughout.

The start of your personal statement should set out why you’re interested in the subject and why you’d like to study it at university.

You should always avoid using quotations or clichés as these come across as hackneyed; instead, use simple and straightforward language that is appealing and memorable . You want to create a good impression through your own words, not someone else’s.

If you’re struggling with the first line, it might help to draft some reasons for your interest and motivation separately and incorporate these later. Once you have begun, make sure your statement follows a sensible order and that its structure is clear from reading it.

Like with the initial impression from the statement’s introduction, the final impression made on the reader should be a positive one that excites them and leaves them with a genuine sense of who you are and why you’re applying.

Without repeating what you’ve already said, you should try to emphasise the extent of your interest and why you’d like to study psychology. Plans for how you'd like to expand your academic performance at university can come into this section, as can any ambitions the degree could assist you with further down the line.

The important point to remember is that you want to leave the reader thinking it would be the best course of action to invite you to an interview or make you an offer

What are some Tips for Writing a Strong Psychology Personal Statement?
How Long Should my Psychology Personal Statement Be?
What Kind of Extracurricular Activities Should I Include in my Psychology Personal Statement?
How Can I Tailor my Psychology Personal Statement to the Oxford/Cambridge Course?

Refine your interests by looking into the broad areas of psychology that most universities will offer, e.g. developmental psychology, cognitive psychology, social psychology, etc. Do some research into what appeals most to you through books and articles, and take notes so you can highlight your own personal informed interests where appropriate throughout the statement. This will give a much better impression than repeating what you know from your school syllabus.

Try to mention in the statement the academic skills you already possess and how these might equip you for success during the degree, e.g. your mathematical competency for dealing with statistics, or your experimental experience in the sciences. If you’ve won any academic prizes or awards, then by all means mention them but only if they’re made relevant to your ultimate study of psychology.

Your statement will be restricted to 4000 characters (including spaces) or to 47 lines of the UCAS form, whichever you reach first. Needless to say, such a limit makes every word count even more than usual, so it’s best to try to use all 4000 characters to express everything you need to. Create a list of points you want to include and tick them off to ensure you don’t omit anything.

So many activities you do outside the classroom will be underpinned by psychology, e.g. playing or coaching sports, gaming, and interacting with animals to name a few. Anything you do mention should go towards establishing your profile as a capable and skilled potential student of psychology, but these activities don’t necessarily need to relate directly – they could teach you different skills that would come in useful during the degree, such as research skills or empathy. Any mention of non-academic pursuits should be kept to a minimum and always related back to the subject you intend to study.

Whilst you cannot make your statement too specific to any one university, there are certain things you can do to ensure Oxbridge tutors know you are thinking of them.

Oxford and Cambridge value intellectual curiosity, an appreciation of interdisciplinary interest, and flexible thinking that allows you to test ideas. It’s therefore advisable to consider what evidence you have of these attributes which you can incorporate into your statement. Good examples of this would be challenging current ways of thinking, going beyond the confines of your school syllabus, or conducting an experiment with surprising results. In addition, given the system of small group teaching at the two universities and the onus they place on independent study, showing some evidence of academic autonomy would help to prove your suitability for their courses.

Book your Psychology Personal Statement Package

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Our psychology UCAS personal statement examples below will inspire you to write your own unique statement, and help you understand how students have successfully applied for a psychology degree in the past.

What is a psychology personal statement?

A psychology personal statement is a creative piece of writing that demonstrates your skills, experience and hobbies/extracurricular activities and how they relate to a degree in psychology.

Psychology has always been a popular and therefore competitive subject, so you need to make sure your statement stands out from the crowd and is as polished as you can make it.

How do I write a psychology personal statement?

At Studential, we always recommend students start by making a series of notes about themselves, which they can then use to put together a coherent personal statement. These should include:

Specific aspects of the course that interest you
Examples of coursework or projects you have completed
Books, articles, etc. you have read related to the subject area
Work experience or voluntary work in this area
Conferences you have attended
Personal experiences that sparked your interest in this subject
What you hope to do once you have completed your degree in terms of your career
Experiences that show you are a reliable and responsible person, e.g. part-time job, small business enterprise, community and/or charity work, sixth form committee, helping out at school events, etc.

You also need to think about your interests and skills, such as hobbies, other languages you speak, etc. as well as your plans for a gap year (if you're planning on taking one).

Once you have written all these down, you think about your opening paragraph, and begin to get something down. It's a good idea to allocate at least one paragraph to each bullet point to make sure you've covered everything.

When you have your first draft in place, you can revise it and ask your family, friends and tutors for help. Incorporate any feedback, comments and suggestions they offer, and see if they improve your statement.

Keep redrafting until you feel it's as polished as possible - remember, you'll be facing some stiff competition!

What should I include in my psychology personal statement?

The main aim of your personal statement is to show the admissions tutors why they should pick you to attend their course and university.
Look at the course content and link it to your personal qualities, future goals and achievements. For example, you might have done some work shadowing at a counselling clinic or peer mentoring at your school or college.
If you're applying for a joint honours, make sure you cover both subjects in the course.
For those applying for a postgraduate course, draw attention to any clinical work experience you've completed to demonstrate your expertise and knowledge in the subject.
Read our psychology personal statement examples above for inspiration on how to make yours a success (please don't plagiarise them!).
Remember to avoid using cliches, over-used words or phrases, humour, jokes, or taking any political or religious viewpoints.
Structure it with a clear introduction, middle and end. You only have 4,000 characters to sell yourself, so try to make every word count!

For more help and advice on what to write in your psychology personal statement, please see:

Personal Statement Editing Services
Personal Statement Tips From A Teacher
Analysis Of A Personal Statement
The 15th January UCAS Deadline: 4 Ways To Avoid Missing It
Personal Statement FAQs
Personal Statement Timeline
10 Top Personal Statement Writing Tips
What To Do If You Miss The 15th January UCAS Deadline.

How do I write a psychology personal statement introduction?

We recommend starting your psychology personal statement with either a story about how you came to be interested in the subject, or picking one or two aspects that you particularly enjoy and why you find them interesting. For example, the following applicant has chosen to talk about their childhood, and the consequences of their behaviour:

"Psychology encapsulates every aspect of our lives. From childhood, the reasons behind why we do what we do has fascinated me; and when I was disciplined for the type of mischief that one commits at a young age, my reasoning for my actions were always “To see what would happen.”

My parents mistook this as an act of mindless disobedience whereas it was in fact my first attempt at social psychology. Then, as I further discovered the leading figures in psychology, my knowledge and love of the intricacies of the human and animal mind grew."

These introductory paragraphs explain why the candidate is keen to pursue a course in psychology at university, while at the same time relating an engaging anecdote from their past, which helps to draw the reader in and make them want to read on further.

Another applicant who has submitted their statement to Studential has decided to talk about their Uncle, who has Asperger's Syndrome, and how they wondered why he was so different from everyone else:

"It was the odd behavioural traits displayed by my uncle, who has Asperger’s syndrome that first generated from a young age my questioning about why he acted so ‘differently’ to the rest of us.

This was part of what led to my interest of studying psychology, as it made me question how and why humans are so disparate from one another, and what part the brain plays in running our everyday lives."

Again, this provides an interesting hook for the reader, while demonstrating why they want to study psychology at a higher level.

These two examples should give you a good idea of how you might go about writing your own unique introduction to your psychology statement, but if you feel you need further inspiration, take a look at our list of over 100 psychology personal statement examples for more ideas.

How do I write the conclusion for my psychology personal statement?

To round off your personal statement, we suggest a paragraph or two about your extracurricular activies and hobbies, and how they have helped you to develop skills that will aid you with your psychology course at university. You may also wish to include a short sentence or two about your future ambitions or career plans, and how a degree in psychology will help you achieve these.

For example, this applicant has chosen to conclude their statement by talking about their current work experience and how it has improved their communication skills, along with their desire to complete a PhD once they've finished their undergraduate degree:

"I currently help people who struggle with language barriers by being a Spanish interpreter in different fields. Observing people from different age and cultural groups gave me first-hand experience considering the effects of stress due to the inability to communicate. This has, in addition to improving my communication skills, taught me how to deal with people from different social groups. I believe these interpersonal skills are valuable in the world of psychological research, in order to build rapport with participants in certain contexts. It has also taught me tolerance for others and the ability to remain poised during stressful situations. To culminate, in regards to my future career plans I would like to remain in further education and do a Phd in psychology- a step forward in my desired career as a researcher."

As another example, you can see how a candidate below chooses to talk to about their work experience with elderly people that have dementia, and how they want to improve their knowledge of the brain and their problem-solving skills:

"Subsequently, I did work experience at St Peter's residential care home. During my placement, I worked with nurses and kitchen staff to provide quality service to the elderly. I assisted in serving tea and lunch and also interacted with the elderly during social activities. This helped me to know how to interact with elderly people with dementia and gain a different perspective on elderly people.

I want to study psychology to further develop my knowledge in the scope of the brain, its anatomy and how it works. I want to learn how to work through problems carefully and logically applying scientific principles. Furthermore, I want to expand my awareness in all the different fields involved in the course, so that I can master any situation that I am presented with in my chosen field."

However you decide to conclude your statement, always try to relate it to the course you are applying for, i.e. psychology, and end on a positive, enthusiastic note that will make the admissions tutor want to make you an offer.

For more inspiration on how to write a conclusion, please take a look at our psychology personal statement examples .

What can I do with a psychology degree?

For those with a psychology degree, there are many career options available, including:

Clinical psychologist
Counselling psychologist
Educational psychologist
Forensic psychologist
Further education teacher
Health psychologist
High intensity therapist
Occupational psychologist
Psychological wellbeing practitioner
Sport and exercise psychologist

Other career paths where a psychology degree could be useful include:

Advice worker
Border Force officer
UCAS Careers advice
Chaplain
Counsellor
Detective
Education consultant
Human resources officer
Life coach
Market researcher
Mediator
Neuroscientist
Play therapist
Policy officer
Psychotherapist
Special educational needs coordinator (SENCO)

For more help and advice on psychology careers, please see Prospects and the British Psychological Society .

What are the best universities for psychology?

Currently the best UK universities for studying psychology at are:

1.
2.
3.
4.
5.	King's College London
6.
7.	Bristol
8.	University of Exeter
9.	Durham University
10.

For more information about UK university rankings for psychology, please see The Guardian and The Complete University Guide .

Related resources

How to apply for a psychology degree.

Find out more

UCAS Pyschology Guide

Psychologist Careers

Types Of Psychology Degree

Psychology Personal Statement Writing

Student Good Guide

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Psychology Personal Statement Examples

When applying to a Psychology course it’s important to write a strong psychology personal statement . Use our psychology personal statement examples as a guide for writing your UCAS application . Below are 3 examples you can read.

Personal Statement Example For Psychology

With every academic paper and publication, I read since studying Psychology at GCSE, my interest in the subject has grown. In light of my fascination with behaviour and the mind, as well as my interest in science, Psychology is my chosen subject for further study. It is extremely important to me to continue learning and building upon my knowledge, and I am passionate about engrossing myself in this subject at university.

At present, the debate of nature versus nurture is the most significant area of academic psychology that I am interested in. As a result of my interest in this argument, I have read Philip Zimbardo’s Lucifer Effect, which has furthered my intrigue and guided me in new directions. My fascination with environmental influences on human behaviour, and the idea that our surroundings can influence how we treat others, is greatly enhanced by my exploration of these concepts. Through my undergraduate degree, I hope to pursue research in this field of persuasion-based behavioural studies based on Cialdini’s principles of social influence.

Weekend jobs have helped me broaden my skill base and diversify my already acquired competencies while in school, as I have been able to widen my skill base and diversify my competencies. Having worked in a Deli with one other colleague gave me the opportunity to develop my organizational and motivational skills. We ran the shop alone and worked both as a team and alone while providing high-quality customer service under pressure. I gained confidence in my leadership abilities and also learned how to function well within our small team, hit set targets, deal with customers, and assist my colleague when he was short-handed. I feel prepared for large workloads, pressured deadlines, and projects involving both team and individual work, as I have made an effort to prepare myself for the demands of higher education by having these skills while studying psychology – the benefits of having these skills will be invaluable whilst reading psychology.

As a credit controller for Harlands Services, I have developed my analytical and statistical skills and developed my eye for detail. As a result of examining and investigating unpaid contracts, my critical and numerical skills have greatly improved; I am confident of my capabilities in this field and look forward to applying them in the future. Having this position at Harlands has also been valuable – it has taught me persuasive tact when dealing with outstanding payments, and it has illustrated the benefits of dealing patiently with sometimes abusive clients. In order to develop these communication skills, I worked in the community teaching skateboarding – communication is an essential aspect of psychology, and I intend to use this aptitude in practical seminars and in projects that require interviews and verbal testing.

My ambition is to continue my studies and pursue a PhD, eventually leading to a career in academia. As part of my postgraduate studies, I am interested in the British prison environment and rehabilitation process, as well as institutional aggression. During my undergraduate studies, I realize that these interests can be developed, or even superseded.

As a member of The British Psychological Society and avid reader of The Psychologist, I have attempted to academically prepare myself for my undergraduate course over the past two years. In addition to providing excellent insight into world news and opinion, The Economist also provides informed writers and a diverse range of viewpoints. Being able to study at university offers us many opportunities to positively influence our environment and to support others. I value being aware of global events and issues.

My dedication and perseverance show that I am motivated to study psychology for academic reasons as well as to acquire the crucial skills required to be successful in college.

My career will be launched with this undergraduate degree, thus my expectation and motivation are already very high. As someone who studied psychology at both the GCSE and A Level, I feel prepared for the challenges that lie ahead and am eager to meet them with the knowledge and abilities I have gained from work experience and education, as well as those I have yet to acquire.

Read our guides:

How To Write A Personal Statement For Psychology
UCAS Personal Statement
Psychiatry Personal Statements
Neuroscience Personal Statements

Successful Psychology personal statement example

Growing up, I was fascinated by psychology after seeing a psychiatry and researching Milgram’s Electric Shock Experiment. People can apply potentially fatal shocks to innocent people, and neurotransmitters such as serotonin and dopamine can shape a person’s mental state. As a result of these early exposures, I developed a passion for psychology and a desire to specialize in childhood development psychology to help others navigate their own internal struggles much as my psychiatrist had helped me.

This desire was further reinforced when I had the opportunity to serve as a reading mentor to a group of children, including one with autism. This role allowed me to work with a diverse group of children, hone my patience, and observe firsthand the impact of various learning styles. I also initiated a mentoring program for children with Type 1 Diabetes, drawing on my own experiences with the condition to provide support and reassurance. My work in a pharmacy and participation in campaigns to raise funding and awareness for diabetes research have also given me valuable experience interacting with patients and advocating for their needs.

In addition to psychology, I am currently studying sociology, and business studies, and have previously studied government and politics. Group work and presentations are a regular part of my studies, enabling me to strengthen my teamwork and presentation skills. One of my favourite theories that I have explored in psychology is Bowlby’s attachment theory, which delves into how children form attachments and how these shape their development, ultimately influencing the person they will become.

Over the last 5 years, I have volunteered at a local independent charity shop on Saturdays and during my last 5 summer holidays, I volunteered three times a week. I am entrusted with a great deal of responsibility, including handling the day’s banking. I am also actively involved in campaigns to raise funding and awareness for diabetes research, including participating in walks and writing letters to my local MP. In my free time, I enjoy listening to psychology podcasts from the University of Oxford, such as “How is depression treated?” These podcasts have provided me with insight into the evolution of treatments and the varied effects of physical and psychological therapies such as Cognitive Behavioural Therapy.

I also gained practical experience collecting qualitative and quantitative data as part of a joint study between the University of Manchester and the University of Bristol on cyber-safety. Aside from attending lectures, I also worked with final-year undergraduates on their projects at the University of Bristol’s Brain Week. During his research, one student examined the effects of alcohol on coordination while driving. In spite of its brief duration, this experience was extremely enlightening and sparked my excitement regarding the possibility of attending university, deepening my knowledge and understanding, and possibly conducting my own research.

Health Psychology personal statement example

I am excited to apply to study psychology at the university level as someone who has always been fascinated by how the mind works. My interest in this psychology first developed during my time at King David School, where I was fortunate enough to have the opportunity to participate in a psychology research project as part of the UK secondary school competition. This experience sparked my curiosity and passion for understanding the complexities of human behaviour, and I knew that I wanted to pursue this further.

Throughout my time in secondary school, I was an active member of the psychology club, where I enjoyed discussing and debating various psychological theories with my peers. I also took an extra-curricular psychology course, which allowed me to delve deeper into the subject and develop a greater understanding of its various sub-disciplines. In addition to my coursework, I also completed several independent research projects on topics such as the effects of social media on mental health and the role of attachment in romantic relationships. These projects further fueled my desire to explore the psychology and deepen my understanding of the human experience.

Outside of the classroom, I have always been drawn to helping others and have volunteered at a local mental health clinic, where I was able to witness firsthand the impact that psychological support can have on an individual’s well-being. This experience further solidified my desire to enter psychology and make a positive difference in the lives of others.

I am confident that my passion, curiosity, and dedication to psychology make me an ideal candidate for this program, and I am excited to have the opportunity to continue my studies at the University level. I believe that the combination of my academic achievements and real-world experience makes me uniquely qualified for this program, and I am eager to contribute to the dynamic and diverse community at the University.

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FindAMasters
Psychology Masters Personal Statement Sample

Written by Ben Taylor

This is an example personal statement for a Masters degree application in Psychology. See our guide for advice on writing your own postgraduate personal statement .

The effects of psychological trauma can be diffuse and difficult to treat, with wide-ranging causes and an unfortunate range of symptoms. Having witnessed first-hand the consequences of mental trauma in several loved ones in recent years, I’m determined to place myself in a position where I can help the recovery of others in unfortunate circumstances.

I’m currently in the final year of an English Literature degree and am course to achieve a 2.1. My interest in Psychology has manifested itself in my module choices on this course, including one that examined the relationship between trauma, memory and Holocaust literature, and an elective that I took in my first year on the Philosophy of the Mind. My dissertation looks at representations of post-traumatic stress disorder in First World War literature, contemporaneous news accounts and medical textbooks. I hope that my knowledge of the cultural background and theory of Psychology will stand me in good stead when I begin my postgraduate studies, providing with me with an extra lens through which to consider the issues at hand.

The MSc in Psychology programme at your institution appeals to me because it offers a rigorous, BPS-accredited grounding in the foundational pillars of Psychology, as well as the opportunity to pursue more specialised modules in Neurotrauma, Cognitive Behavioural Therapy and Occupational Psychology. After finishing my Masters, I hope to gain the Graduate Basis for Chartered Membership of the BPS before applying for a doctoral degree that allows me to pursue my interest in psychological trauma and its treatment, eventually becoming a qualified psychiatrist.

Last summer I shadowed a psychologist who supported adults with complex needs, which gave me an insight into the difference that this kind of work can make to people’s lives. I’ve also been a listening volunteer for the Samaritans helpline for the past two years, an experience that has taught me the importance of compassion and open-mindedness when speaking with people in psychological distress. In addition, I’m a student ambassador and have supported my university at many open days, study fairs and graduation ceremonies over the past few years, requiring excellent organisational skills and a friendly, professional manner.

I’ve worked on a part-time basis for a local pub since 2017, something that has given me plenty of confidence and excellent interpersonal skills. Once I’ve finished my dissertation, I plan to spend my summer working full-time at the pub, saving up enough money to concentrate on my postgraduate studies next academic year.

I’m incredibly excited about the prospect of beginning an MSc in Psychology soon and see it as the natural continuation of my academic career to date, as well as the perfect way for me to put my extra-curricular experience into practice.

MSc Psychology

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If you're interested in a studying Psychology, then why don't you check out our regularly updated catalogue of available Psychology Masters courses .

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By Nik Taylor (Editor, The Uni Guide) | 21 September 2023 | 10 min read

Writing a psychology personal statement: expert advice from universities

Get tips from the top to help you nail your psychology personal statement

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The university application personal statement is changing in 2025
University admissions service Ucas has announced that a new style of personal statement will be launched in 2025. This will affect anyone making a university application from autumn 2025 onwards. .

Research the course and make it clear that you understand what it’s all about

Read more: how to write an excellent personal statement in ten steps

Keep it focused on you

… but make sure you understand what the course is all about and keep it academic.

Read more: how to write your university application

Answer the question of why you want to study psychology

Read more: teacher secrets for writing a great personal statement

Show the range of your interest

Read more: personal statement FAQs

Highlight any relevant work experience

Read more: the ten biggest mistakes to avoid when writing your personal statement

And work experience outside the healthcare sector could still be relevant, too

Read more: universities reveal all about personal statements

Reflect on your relevant experience

Read more: universities explain how to end your personal statement with a bang

Avoid cliches

Read more: how to write your personal statement when you have nothing interesting to say

Let it all flow out in your first draft

Read more: how long does it take for universities to reply to your application?

Don’t worry if you don’t know exactly where you want your career to take you yet

And a few final tips from universities…, you may want to look at these..., how to write an excellent personal statement in 10 steps.

Help and advice on putting your application together

Personal statement FAQs

We've gone through some of the most commonly asked personal statement questions and put all the answers in one place

Personal statement secrets – universities reveal all

Want to know how to craft an amazing personal statement? Take some advice from the experts...

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Successful Personal Statement For Psychology At Oxford

Last Updated: 6th April 2022

Author: Rob Needleman

Welcome to our popular Personal Statement series where we present a successful Personal Statement, and our Oxbridge Tutors provide their feedback on it.

Today, we are looking through a Psychology applicant’s Personal Statement that helped secure a place at Oxford University. The Psychology Course at Oxford is a scientific discipline, involving the rigorous formulation and testing of ideas. It works through experiments and systematic observation rather than introspection.

Read on to see how this candidate demonstrates their academic interests and initiative.

Here’s a breakdown of the Personal Statement (the applicant uses most of the 4,000 characters available):

SUCCESSFUL?

The universities this candidate applied to were the following:

Enrolling on our Oxbridge Psychology comprehensive Programme will give you access to Personal Statement redrafts.

With our Oxbridge Psychology Premium Programme, your tutor will give you regular actionable feedback with insider tips on how to improve and make your Personal Statement Oxbridge quality for the best chances of success.

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Psychology Personal Statement

How does the mind work? The mind is a mystery housed within the most complex mechanism known to man: the human brain. My innate curiosity compels me to find out more about such a mystery through the study of Psychology.

I have long been interested in how our minds differ: for example, why have I always been a strong mathematician while my brother finds it challenging? Being a musician, I found Kathryn Vaughn’s research supporting a correlation between musical and mathematical abilities particularly thought provoking, while I have also wondered whether my childhood obsession with jigsaws helped me develop problem-solving skills, which are particularly relevant in Geometry: the area with the biggest rift in our abilities. Ann Dowker’s argument, in ‘Individual Differences’, that educational methods influence such differences was also particularly compelling. Therefore, in my gap year, whilst helping struggling learners in KS3 Mathematics at a local school, and, when I help educate children in Tanzania as an International Citizen Service volunteer with the VSO charity, I will evaluate the success of different educational methods. This will give me experience of carrying out my own research, and, will develop skills such as empathy, which is important in the more sensitive areas of Psychology. Furthermore, I recently assisted a University of Oxford researcher conducting follow-up assessments with children in local primary schools. These measured reading-age, language comprehension and numeracy level, and are used to gauge and refine the Catch-Up charity’s numeracy intervention programme. As some of the children being assessed were from a control group, my involvement also enlightened me to ethical aspects of research.

Differences that occur in the criminal mind are also of great interest to me. As an elected Student Ambassador for the Holocaust Educational Trust, I visited Auschwitz-Birkenau earlier this year, where I learnt about Rudolf Hoess. Hoess exterminated thousands of families, yet lived with his own family just outside the camp. This ignited an interest in complex behaviour; therefore I read Stanley Milgram’s research into whether ‘the Germans are different’, and learnt about his Theory of Obedience. This developed an interest in Forensic Psychology, and I subsequently attended a Forensics course at Nottingham University, where I learnt about a Forensic Psychologist’s role, during Mental Health tribunals, for example.

Deterioration of the mind, and methods to counteract this, also interest me. Reading the Psychologist has given me an insight into how the effectiveness of such methods could be analysed using a high-resolution 3D brain atlas; while a presentation from Claire Rytina enlightened me to useful cognitive treatment designed to rebuild and retrieve memory following her Viral Encephalitis. I have also voluntarily worked at a Nursing Home with some Dementia sufferers, and noticed that many sufferers enjoyed me playing music from their past, and sometimes, this triggered some of their memories. This made me wonder whether the music stimulated neurones which had lain dormant for years, similarly to when neurones are used for the first time, as Hubel and Weisel’s nature/nurture research has shown. Studying this in A level Biology gave me an interest in neuroscience, while Biology also stressed the importance of controls and fair tests, which are invaluable during Psychology experiments too. My mathematical skills in statistics will also be beneficial when analysing empirical evidence; and, the deep level of analysis and evaluation used for varying sources in A level History will be useful when studying case studies, while my essay techniques will help me when writing reports, and when considering issues from different perspectives.

Overall, I feel that my broad interests and skills will enable me to thrive as a Psychology student at a demanding University, where I would also make a positive contribution to University life.

For more inspiration, take a look through our other successful Personal Statement a nalysis articles:

Successful Personal Statement For Natural Science (Physical) At Cambridge

Successful personal statement for economics at cambridge, successful personal statement for land economy at cambridge, successful personal statement for chemistry at oxford, successful personal statement for geography at oxford, successful personal statement for classics at oxford, successful personal statement for law at oxford, successful personal statement for classics at cambridge, successful personal statement for engineering at cambridge, successful personal statement for philosophy at cambridge, successful personal statement for veterinary medicine at cambridge, successful personal statement for psychological and behavioural sciences at cambridge, successful personal statement for history at oxford, successful personal statement for physics at oxford, successful personal statement for cambridge mathematics and physics, successful personal statement example for computer science at oxford, successful personal statement for english at cambridge, successful personal statement for oxford english language and literature, successful personal statement for medicine at oxford university, successful personal statement for modern languages at oxford, successful personal statement for engineering at oxford, successful personal statement for natural sciences (biological) at cambridge, successful personal statement for economics & management at oxford, successful personal statement for ppe at oxford, successful personal statement for law at cambridge, successful personal statement for dentistry at king’s college london, successful personal statement for medicine at cambridge.

Download our Free Personal Statement Starter Guide

Good Points Of The Personal Statement

This statement is powered by a broad range of academic interests — all of which the candidate has explored to a deep and commendable level. They are able to articulate how these interests came about, why they are important and how they intersect. In so doing, the candidate clearly demonstrates their ability to think independently, undertake independent projects and foster a wide-ranging curiosity. Furthermore, they clearly illustrate how their academic interests have had a bearing on their actions outside of the classroom; activities that require a substantial amount of initiative and endeavour.

Bad Points Of The Personal Statement

While the consideration of a range of different areas of psychology is illustrative of a consistently curious individual, this statement would have benefited from greater cohesion as an overall piece. The candidate could have also found a less rhetorical way of opening their statement; their tone at this point is not a mode of speech that they return to elsewhere, and as such, it seems somewhat like a non-sequitur. Their prose thereafter is much more engaging, and it seems unfulfilling and irrelevant to include such mystifying text at the start.

UniAdmissions Overall Score:

This candidate maturely presents their academic interests and particular areas of personal pursuit. As a result of this, they are able to demonstrate moments at which they have taken impressive amounts of initiative, and have really gone out of their way in order to experience their academic interests outside of the classroom. They are thereby able to fashion themselves as a curious, energetic, academic individual, who is able to think independently and develop their own work. There are potential areas for stylistic improvement within the statement, but they do not hinder the overall impression given of a capable and committed candidate.

This Personal Statement for Psychology is a great example of demonstrating academic interest and initiative. The candidate’s interest and passion are clearly shown which is vital to Admissions Tutors.

Remember, at Oxford, these Admissions Tutors are often the people who will be teaching you for the next few years, so you need to appeal directly to them.

Go to our Free Personal Statement Resources page for even more successful personal statements and expert guides.

Our expert tutors are on hand to help you craft the perfect Personal Statement for your Oxford Psychology application.

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Personal Statement for Graduate School Examples: Psychology

A student smiling while holding a pen and writing a personal statmement

Why Strong Personal Statements are so Important for Graduate School

In your psychology graduate degree application, the personal statement is crucial. It showcases your academic achievements, personal journey, career goals, and why you’re a great fit for the program. This is your chance to move beyond mere statistics—GPA, test scores, work experience—and tell your unique story. Crafting a compelling personal statement requires insight, precision, and guidance. However, finding quality personal statement for graduate school examples can be challenging. Magoosh is committed to supporting graduate applications with detailed analyses, specific feedback, and comprehensive support throughout the admissions process.

Spotlight on Successful Psychology Personal Statements

We’re excited to showcase two standout personal statement for graduate school examples covering two different psychology tracks. The first, used to apply to Columbia University, explores the therapeutic power of storytelling in the aftermath of trauma and the writer’s dedication to studying the pathways from traumatic experiences to psychopathology. This essay seamlessly weaves together the applicant’s academic pursuits and professional experiences, underlining a deep-seated commitment to understanding and fostering resilience and growth post-trauma.

Second, written for UC Berkeley, takes us on a captivating journey—from volunteering in Haiti to navigating the urban complexity of New York, and finally, to a meaningful role in tutoring across diverse socioeconomic backgrounds. This narrative eloquently captures the author’s evolving insight into the significant role counseling plays in psychological well-being and the drive to effect change within the psychology field.

Examples with Expert Annotated Feedback

Our feedback on each personal statement highlights strengths, suggests improvements, and offers strategic advice to boost the essay’s impact and emotional appeal. This feedback reflects our thorough grasp of the admissions process and our dedication to helping candidates refine their narratives.

Now explore our personal statements and expert commentary for inspiration on your application narratives. Whether starting your essay or finalizing it, our resources, expertise, and support guide you through the admissions journey.

Finally, our aim is to help you create a personal statement that surpasses admissions expectations, compellingly showcasing your unique story. Explore our blog for further tips, inspirational success stories, and expert advice , and move forward in your graduate school journey with confidence. Our platform is your ally in turning your graduate school aspirations into achievements.

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Psychology personal statements

Scroll down this page to find a collection of real personal statements written by students applying to study economics and related courses at university.

Plus, over on The Uni Guide, we've also got advice from universities on what they want to see in a psychology personal statement .

Among the tips shared by admissions experts: really research the course; be sure to understand what psychology actually covers; show the range of your interest; cover relevant work experience.

Examples of real psychology personal statements

These psychology personal statements are written by real students. Among them you will find personal statements that have formed part of successful applications to universities such as Royal Holloway, Aberystwyth and Aberdeen.

Bear in mind, these personal statements are presented in exactly the way they were originally submitted to Ucas. Don't expect them all to be perfect! But by reading through a few of these samples, you'll be able to get some ideas and inspiration for your own personal statement.

More help with your personal statement

You can find personal statement examples for other courses by using this subject list, or by returning to our personal statements by subject page.

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How to Write a Psychology Personal Statement Worthy of Oxbridge!

This blog leads you through some of U2's Oxford and Cambridge-educated Psychology graduates' tips for building content for, writing and structuring your Psychology personal statements.

Most University level Psychology courses do not require that students have taken Psychology at A-level or IB (in fact, some professors advise that students don't take it, because the A-Level/ IB syllabus is so different from what you learn at University).

So, how do you demonstrate your aptitude for the course at university level? Whether you have studied Psychology at school, or are starting afresh, this blog will teach you how to ensure your Psychology personal statement stands out to interviewers for the top UK universities.

Creating a Psychology Personal Statement: Brain Scan and Academic Symbols on iPad

Tips for your Psychology Personal Statement

Few students will have written anything like a UCAS personal statement before - an approximate side of A4 on what exactly you have to offer. For some general tips on how to write a high-level and original personal statement, check out our blog on 10 Top Tips for Writing a Standout Oxbridge Personal Statement .

Your personal statement should integrate your personal interests, subject knowledge and extracurricular experience. For Psychology, we suggest focusing on three main areas: (1) highlight your personal interest in psychology, be it clinical psychology or the stigma surrounding mental health, and link this more explicitly to the range of ways you have explored the subject;

(2) emphasise your academic abilities and how these will ensure you suit the course e.g. You may mention your mathematical/ scientific abilities and how this complements/ facilitates your interest in empirically studying human behaviour; (3) discuss extra-curricular activities and how these also relate to your subject interest. E.g. Essay competitions, projects, lectures etc.

(1) Highlight your personal interest in psychology and link this more explicitly to the range of ways you have explored the subject

If you have an initial interest in Psychology, but have not had a chance to explore it in-depth, or beyond the school syllabus, this should be the first step. Do not regurgitate your school syllabus. You’ll need to read and research the subject, refining your interests and building evidence of your wider exploration e.g. through reading books, articles and scientific research papers.

Ideas to direct your wider subject exploration:

One way of developing an early understanding of key aspects of Psychology is to briefly look at the compulsory modules of the courses that interest you and gain an initial overview of key themes/ topics through reading and research. E.g. The undergraduate psychology course at Oxford University covers: Social Psychology, Developmental Psychology, Cognitive Psychology, and Neuroscience, so you could try to gain a quick appreciation of each module through research. Cambridge also provide a useful A-Z of key topics in Psychology.

After an initial introduction into broad areas of psychology and what they involve, focus in. Which areas pique your interest most? Keep a file with notes on each topic, read articles to extend your knowledge, and remember to relate concepts to your personal experience (e.g. examples from everyday life, real-world applications of concepts) so you don’t end up turning your personal statement into an essay. Why does [Insert topic] make you want to study Psychology at degree level? What catalysed your interest in [Insert topic]? Can you think of examples in your everyday life that relate? :

E.g. Following some research, you may find you are interested in Social Psychology, in particular group identity. What interests you about it? You may have read about ‘outgroup homogeneity’: the failure to see differences between members of of an out-group. Can you think of examples in your everyday experience? E.g. Racial prejudice?

Conversely, you may have started with thinking about racial prejudice, if that is something you are particularly passionate about, and that could have led you to research the psychology behind it, which could have brought you to Outgroup homogeneity. Either method is great. When it comes to writing your personal statement, it can be best to start with the personal experience/ interest and mention how this spurred you on to the academic research/ how your interest deepened with wider exploration.

Psychology Personal Statement Reading Recommendations

The Man Who Mistook His Wife for a Hat – Oliver Saks: This book provides case histories of patients who have suffered a range of neurological disorders. E.g. Patients who have lost their memories, patients with violent tics, those with disabilities, but who are mathematical geniuses.

Thinking, Fast and Slow – Daniel Kahneman : Nobel Memorial Prize in Economic Sciences laureate, Kahneman, developed ‘Prospect theory’, a theory of the psychology of choice, which has been central to the relatively new field of behavioural economics.

The book provides a good overview of a variety of key topics and is particularly useful for those with a penchant for economics (thinking about interdisciplinarity and how your subjects of interest link is always great for your personal statement), or for those simply interested in real-world applications of theories.

Try to think of examples from your everyday life e.g. How decision making can be influenced by advertising and product placement.

Bad Science - Ben Goldachre: Dr Ben Goldacre is the author of the Bad Science column in the Guardian. This humorous book should encourage you to critically appraise articles that you read and stimulate a broader discussion on subjectivity/objectivity and empiricism in psychological research. Humans introduce bias into all research - e.g. Look into the spurious findings of fMRI research when researchers do not adequately account for ‘noise’ in the data.

The Memory Illusion – Dr Julia Shaw: Forensic psychologist and memory specialist, Dr Julia Shaw, uses the latest research to show the many ways in which our brains can be led astray by memory. Learn about how errors in reconstructing memory reflect inherent biases.

If you would like to learn more about memory, check out our co-curricular division, Minds Underground™’s Mind-Enhancing Articles for Psychology, where our Oxbridge psychologists examine the role of memory and other key psychology topics/ questions.

Four Wider Reading Psychology Books: Essential for a Strong Psychology Personal Statement

Also try to read some scientific papers and start thinking critically about them, and stay updated on developments in psychology and psychology in the news. E.g. Through reading The New Scientist - Psychology News , Neuroscience News , Naked Scientist Psychology articles & podcasts, or the Royal Society of Psychology research articles, podcasts and blog posts.

(2) Emphasise your academic abilities and how these will ensure you suit the Psychology course.

Throughout your personal statement, you should demonstrate how you have built skills in preparation for university and for studying Psychology .

To begin preparation, brainstorm your academic abilities and skills, and how these ensure you will suit the course/s you are applying for. Extensively research your top university choices, and see if they have a page dedicated to what they want from applicants. Fill a table as in the example below to help you relate your skills to the study of Psychology.

Table for Students to Fill Out Motivations for Studying Psychology: Psychology Personal Statement Preparation

(3) Discuss extra-curricular activities and how these relate to your subject interests

Many students mistake “extra-curricular activities” for non-subject-related activities such as sport, art, or music. Whilst you can mention these at the end of your personal statement, you are much better off mentioning co-curriculars that directly link to your subject, especially if applying to Oxford or Cambridge (non-academic activities should be 2-3 lines maximum to round-off your personal statement in this case).

If you can’t think of co-curricular activities to mention, now is the time to start finding opportunities to take part in! Here are some ideas:

Psychology Essay Competitions

Minds Underground hosts a Psychology Essay Competition each year. This year, the competition includes a Psychology Research Proposal Challenge, which is perfect for demonstrating independent research & initiative, and will encourage you to learn about experimental design, data collection, handling and analysis.

Also check out Oxford and Cambridge-run essay competitions e.g. Newnham College runs a Psychological & Behavioural Sciences competition each year.

Research Projects

You could task yourself with curating your own independent research project to mention on your personal statement.

3 Example Human Psychology Projects:

Investigating the effects of colour, word type, or other non-semantic factors on memory/reaction time/false memory recall of word lists

Influence of age/gender/multilingualism or any number of other factors on memory, number & word processing, any easily quantifiable metric.

An investigation into behavioural economics in the style of Kahneman & Tversky, looking at Type 1 & 2 decision making and how this can be influenced, for example, by advertising and product placement.

If you are looking to undertake a project under the tutelage of a Psychology subject expert, we also run specialised guided research projects through Minds Underground, usually a month in duration, with weekly project tutorial sessions (these are paid). E.g. “A Psychology or Medicine Project with a Research Associate for the Nuffield Department of Clinical Neurosciences at the Oxford University Hospital Trust (NHS)” or “Psychiatrists & Pharmaceuticals: Alzheimer’s Research Project” with Psychology & Philosophy Oxford graduate, Georgia, who is studying for an MSc in Child and Adolescent Mental Health at UCL.

The aim is to combine teaching of high-level subject-specific content with exposure to real-world applications of these concepts, giving you the opportunity to undertake a project that is both useful for a university application and potential future career.

The projects are great to mention on personal statements, and make impressive talking points at your interview, particularly for top UK universities such as Oxbridge (our project hosts are all Oxbridge-educated), who favour applicants with an interest in scientific research.

Societies, Summer Schools & Lectures/ Talks

Are you part of your school’s Psychology Society ? If the school doesn’t have one, could you start one up? Or if they have a STEM society, could you introduce a Psychology element or invite speakers for lectures?

We host a fantastic Psychology Summer School for university applicants, hosted by our team of Psychology Oxbridge graduates. The weekly sessions, running from July to September, will provide a taster of University level Psychology, to provide material which students can write about in personal statements, an discuss during their interviews

There are a plethora of online lectures and talks for you to access online - E.g. Gresham College Psychology lectures, or Ted Talks on Psychology

Psychology Summer School Course Outline: Enhancing Your Psychology Personal Statement

Additional Psychology Personal Statement Advice for those applying to Oxbridge: Oxford, Cambridge

Applying to leading courses like Cambridge's Psychological and Behavioural Sciences or Oxford's Experimental Psychology course requires a tailored approach in your personal statement. Here's how you can make your statement stand out for these Oxbridge courses, compared to non-Oxbridge programmes:

Research-Centric Focus:

Highlight your interest in research from the very beginning. Discuss specific research projects you've been involved in or research findings that have fascinated you.

Look into the cutting-edge research conducted at Cambridge or Oxford and see if anything aligns with your academic interests.

Interdisciplinary Connections:

Emphasise your readiness to explore the interdisciplinary aspects of psychology. These Oxbridge courses often connect psychology with other fields. Mention your interest in related subjects such as neuroscience, biology, or even philosophy, if relevant.

Discuss how these interdisciplinary connections will enrich your understanding of psychology and your research capabilities.

Critical Thinking and Independent Study:

Both Cambridge and Oxford value independent learning and critical thinking. Share your experiences with independent research, coursework, or self-study that demonstrate your ability to think critically and engage deeply with psychology.

Specific Course Features:

Relate some of your content to the unique features of the course at either Cambridge or Oxford. For example, Cambridge's Psychological and Behavioural Sciences course includes a multidisciplinary approach to understanding human behaviour. Oxford's Experimental Psychology course focuses on research design and data analysis.

Explain how these aspects align with your academic goals and career aspirations.

Psychology personal statement checklist with icons: light bulb for ideas, book for academic achievements

Use of Research Methods:

Try to demonstrate your familiarity with research methods and data analysis tools, as these are central to both courses. Highlight any coursework or projects that have developed your skills in these areas.

Looking Beyond the Classroom:

Mention your involvement in psychology-related co-curricular activities, such as higher level topic areas, clubs, volunteer work, or internships, to demonstrate your dedication to the field beyond academic requirements.

You could seek guidance from your teachers or one of U2’s Oxbridge Psychology tutors, who are familiar with the specific requirements and expectations of Oxbridge courses. They can provide invaluable insights and help you refine your personal statement. Contact us if you’d like to learn more.

Next Steps: Drafting & Structuring Your Psychology Personal Statement

Try to narrow your interests down to 2 or 3 topic areas which you can use as overarching themes for your personal statement, e.g. (1) Theories of Mind, of Consciousness, (2) Psychology & Gender, (3) Social Psychology - Group Identity.

Ensure you can address these themes in depth. Have a range of resources to draw from e.g. a scientific paper, a book, research you undertook as part of an essay competition.

Ensure a strong narrative , including linking of concepts between key sections.

Demonstrate personal critical analysis to show your engagement and interest in the subject.

Example Psychology Personal Statement Structure

Aim for around four main paragraphs:

1st paragraph (introductory): What is your motivation to study Psychology? Be specific: what do you want to explore at university? What is distinctive about studying Psychology that makes it worthwhile? Ensure you talk about what motivates your study of the subject now, not a catalyst from your childhood as the interviewer will find it clichéd and less relevant.

2nd paragraph: Explore your interest in [Insert topic] through [Insert activity: e.g. Summer School]. Which of your abilities did this highlight? Link the topic to an interest in [Insert research form: An experiment, article etc.]. Link this to [Insert another activity e.g. a Cambridge lecture on X].

3rd paragraph: Link to paragraph two. This paragraph can follow the same format, but deal with a different topic/ theme.

4th paragraph: Mention extra-curricular activities that don’t relate to your subject interests really briefly (e.g., music, volunteering, anything else of relevance) and demonstrate how these have built skills in preparation for university and for studying Psychology.

You could mention your other A-Level/ IB subjects, perhaps describing how they have enhanced your study of Psychology.

You could mention any prizes or roles of responsibility which you have had at school, including any clubs that you might organise, such as the school newspaper or student council.

It can be useful to conclude your personal statement by returning to your aptitude for studying the subject in a final few lines . Which core skills do you possess which will equip you to excel at degree level? It’s important to strike a balance between enthusiasm for the subject and evidence of skills.

Example Successful Psychology Personal Statement

Looking at personal statement examples can help you to understand how to structure your own statement and what to include. Below, we have included an example of a successful Cambridge Psychology personal statement, written by one of our 1st Class Cambridge PBS tutors. N.B. The statement is by no means perfect, but should provide an exemplar for how to weave your academic interests and co-curricular endeavours into your statement.

Over 100 trillion synapses connect to form neural networks in the brain – an engine so close to home yet more enigmatic than some of the cosmos. How can the very matter we use to think and learn unlock mysteries of the universe, yet not know exactly how it stores memories? It is these existential questions that fuel my fascination for studying the delicate mechanisms of our minds. Year one of my A-levels, what started as curiosity became increasingly interesting to me. Psychology lessons were deeply thought-provoking, particularly when biological and cognitive psychology were the topics of study. The biology behind the metaphysics of consciousness and perception has since captured me, especially when considering neurological disorders. Fascinated by these phenomena, last year I attended a lecture by Baland Jalal; he discussed his own research into a cure for sleep paralysis, as well as demonstrating his enthusiasm for the field which was a perfect cross-section of various disciplines that I love. To further explore this new intricate field of interest, I read “The New Science of Consciousness” by Paul Nunez; this book offered me a profound insight into the philosophy and “hard problems” that this science faces; whilst explanations for Alzheimer’s and Free Will are difficult to retrieve, the questions we need to ask are even harder to formulate. Cures for neurodegenerative diseases are currently beyond our grasp, which I believe will be changed with further years of research that I would be honoured to be a part of. The challenges and speculations associated with understanding the brain and our behaviour draws me into the subject as I enjoy combining abstract and logical thinking to decipher problems. Both studying logical programming in Computer Science and my EPQ (an investigation into creating a handmade Wilson Cloud Chamber) showcase the interface of these types of thinking. Self-teaching has been a critical aspect of advancing my knowledge of Neuropsychology as at A-Level there is no depth into more peculiar cases (many of which I discovered after reading “The Man Who Mistook His Wife For a Hat” by Oliver Sacks) such as Anton-Babinski Syndrome – a rare symptom of brain damage that causes people to be “cortically blind”, yet inexplicably deny their blindness. Using my own learning techniques, in Year 12 I helped tutor students in Year 7 physics classes. The significant change in learning style developed my methods of tutoring, teaching me to work with and teach peers of varying ages and enhance my ability to describe difficult concepts in an appropriate and understandable way. During year 12 I was accepted onto the Sutton Trust US Programme – a competitive Fulbright programme for high-achieving state-school students. I was one of 150 students picked from 1000+ applicants. Learning to deal with additional, international examinations and workload alongside school, being the guitarist in a band, and rock-climbing has been essential for my personal development, allowing me to handle substantial pressure. I was awarded a visit to Massachusetts Institute of Technology’s graduate laboratories where I saw leading research into many disciplines of science. This year however I decided that the more specialised curriculum offered in the UK was better suited for me – nevertheless, I am still an alum and volunteer for the programme and was chosen to be an advisor at USA college day this year. I gave individual advice to hundreds of young people, ensuring they had information and advice they needed to pursue undergraduate studies ideal for them. As a member of my school’s Student Wellbeing team, it is evident to anyone that a distinct and recurring interest of mine is to help people. I believe this perfectly ties into my desire to research the brain, as I am driven to be part of the research that will prevent neurodegeneration, aid mental illness and answer the fundamental questions that make us human. As written by Paul Nunez, “The phenomenon of consciousness is the major unsolved challenge of our age”.

Finally, remember not to start thinking about your personal statement too late! The content building part is by far the most important - without well-thought out content and a wide range of evidence for your independent exploration, you will not be able to write an engaging personal statement. The writing part will be easy if you have lots of exciting content to draw from.

Best of luck!

Looking for a Personal Statement Tutor or Support For Your Wider Psychology Application?

Psychology personal statement tutoring.

U2’s Oxbridge-educated mentors have a close insight into what admissions tutors like to see in a Psychology personal statement, and can help students to convey their skills, motivations, and long term goals, in order to stand out from other applicants. The statement should be the candidate’s own work, but our mentors will provide direction and guide you through the process of content building and writing. We offer offline drafting as well as tuition sessions.

Oxbridge Psychology Tutoring

We have a large team of Oxbridge-educated Psychology mentors including 1st Class, Master’s and PhD level graduates, who support students throughout the process, including personal statement, admissions test and interview preparation.

The Process:

1) We suggest an Oxbridge Psychology graduate as a mentor and send their full CV for review. Our mentors are deeply familiar with the admissions process to study Psychology at the University of Oxford and Cambridge, and are well-placed to guide you through personal statement curation and the interview process. We may suggest a range of application tutors to choose from with slightly differing rates depending on qualifications and level of experience.

2) We typically suggest beginning with a 1.5 hour diagnostic session , where the mentor will informally assess the student’s current performance level for application. Following this, we issue a report with feedback, and structure a plan to best prepare.

3) U2’s approach for regular Psychology application sessions: The main focus of tutorial sessions will be to explore material that can be discussed in the personal statement and at interview - this may sometimes stretch from A-Level standard to First Year Undergraduate.

Mentors ensure each student refines their interests within Psychology, and is exposed to a range of key themes and topics.

Throughout there will be a focus on the experimental side of psychology, by centering the course on real studies, and discussing the techniques and limitations involved in psychological experiments. Together, we build a case for the student, solidifying the stance and direction they will take during the interview.

Frequency of sessions can be decided between student and mentor. Students can take either ad hoc sessions, or we structure a full programme for preparation, which may include further co-curricular opportunities such as our research projects , Psychology summer school and Oxbridge mock interview days .

Honing the skills necessary to succeed for Oxbridge ideally requires long-term preparation and mentoring presents a wonderful opportunity to learn from some of the very best Oxbridge has produced.

Sessions from £75/h + VAT.

Related Blogs and Resources

How to Prepare for Your Oxbridge Interview

University Entry, Application & Admissions Tutoring

Oxbridge Psychology Interview Preparation Guide

How To Get a 9 In English GCSE: Our Oxbridge-Educated GCSE English Tutors’ Top Tips for 2024

Applying for french at university in 2024 what to read and watch for your personal statement and oxbridge interviews.

Example Personal Statement: Psychology

We analyse a student's personal statement.

This student applied to study Psychology and Criminology at Southampton, Royal Holloway and Swansea, as well as Psychology at Liverpool and Oxford Brookes. They received offers from all five of their universities.

Here we break their personal statement down into parts, analysing each section so you can learn from their experience.

I became interested in the relationship between human behaviour and the brain after a member of my family was diagnosed with dementia. Having noticed the relationships between the deteriorating condition and abnormal behaviour, I began to question how the brain affects memory and behaviour. My growing interest in the link between the biology of a person and their behaviour was what originally drove me to study Psychology A-Level. Studying Psychology at university will allow me to develop my research and problem solving skills as well as my interest in the mind and behaviour.

You should outline your interest in the subject without relying on one specific ‘lightbulb’ moment - in this example, the student has identified an initial interest and mentioned how they expanded on it to make their decision to study Psychology at university.

Careful not to make your response too emotive - mentioning poor health in your family as a stimulus for your interest is fine providing you keep your writing academic rather than emotional. If it’s too difficult to write about, choose a different driver.

One of the topics I found most interesting during my A-Level course was Psychopathology. This topic led me to research the inner workings of the atypical mind, particularly the mind of a criminal in Psychopath Whisperer by Kent Kiehl. The most engaging aspect of the book was a case study into a repeat offending paedophile. Despite all rehabilitation efforts failing, further investigation found a large tumour in his frontal lobe which, when removed, stopped all deviant behaviours. I find the relationship between psychology and criminology fascinating and looked into this further starting with Jim Fallon’s TED Talk ‘Exploring the mind of a killer’ where I learnt about the thought processes behind the crime, why criminals commit a crime, and whether they have free will. I used this research to help develop my understanding of my module on abnormal behaviour and would like to study this further.

Point out something specific you have studied that interests you, but avoid writing ‘I am passionate about…’. Evidence your interests by writing about ways you’ve explored your subject independently. Exploring things you find interesting without being told to by a teacher demonstrates your natural curiosity in the subject, and will give you the scope to write about your interest in topics that will be on your future courses.

Studying both Biology and Chemistry has helped me to develop my skills in conducting experiments, particularly my hypothesis writing and my ability to analyse experimental data. For example, in my Biology A-Level coursework, I studied the effect of caffeine on the breakdown of protein, hypothesising that protein breakdown would be faster after caffeine intake. I plotted my data on a variety of graphs and used them to identify the rate of the reaction. I explored my hypothesis further in psychology, looking into the effect of caffeine on mental conditions, including addiction. Using my in class research, I linked this to genetics and gene mutations as part of the nature vs nurture debate to bring in my interest in criminals as this is a key element of the study of criminal minds.

You don’t need to explain or even list the A-Levels you’re taking, but you should point out any transferable skills you’ve built, especially if they’re listed on your course page. For example, psychology courses tend to ask for scientific and analytical skills so this student has pointed out their skills in experiments, and they’ve linked this back to an interest in psychology to show how they can use their analyses across their subjects.

Remember that you need to answer the question ‘what makes me a good candidate for this course’, so pick out key examples that demonstrate that you are!

Recently, I attended a lecture by Dr Guy Sutton, a Professor in Neuroscience at Nottingham University. He discussed dissection, brain function and - most interestingly - the neuropathology of Schizophrenia. This led me to research the relationship between this mental illness and criminal behaviour. I was fascinated to find that, where previously it was thought that Schizophrenia drove people to violence, evidence has been uncovered to suggest that criminality is not a symptom of this condition, and the correlation between Schizophrenia and crime is due to the homelessness, poverty, or drug abuse that so often accompanies this illness. My research impressed upon me the importance of studying the mind; this new evidence changed both the way Schizophrenics are treated in society, and how mentally ill criminals are sentenced.

Research into and passion for your subject doesn’t have to be about reading - if you’ve visited a lecture, museum, or something similar, mention it to demonstrate your passion and commitment.

Make sure you don’t just mention the experience and move on; you should link together your experience and your reading, and reflect on what you learnt or how it improved your understanding of the subject. Linking your subject to real world events demonstrates to admissions tutors that you understand and appreciate its relevance in the world around you, and demonstrates that you are capable of processing and evaluating information independently.

I enjoy art where I love to explore the inner workings of the mind from a creative perspective. I entered a sculpture which represented motor neurone disease into a competition; I explored the conflict between the minds of both humans and animals, and my entry was exhibited in the Saatchi Gallery where I was asked to film a short video explaining my thought process behind the piece. I am also a bowler for both my District and County cricket teams where I was awarded ‘best bowler’ for three seasons for my hard work, dedication, and drive to improve. As a result of my improving teamwork and leadership skills, I am a Level 1 coach and have begun working towards my level two coaching certificate. I have recently been given the responsibility of running my own team where I hope to inspire the next generation of cricketers.

Don’t be afraid to highlight your achievements - you should be proud of them! Make sure you point out any accolades, awards, or competitions you have won or taken part in, alongside any extra curricular activities that have helped you develop your skills. You don’t have to link these back to your subject - the point of this section is to demonstrate your skills, not show that you are suitable for psychology. You don’t need a conclusion - use those characters to fill out your examples! If you do choose to end on a conclusion, write about what you are looking forward to studying, rather than any career goals; you are applying to be a student, not a future psychologist!

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Sample Counseling Psychology Personal Statement (NYU Steinhardt)

by Talha Omer, MBA, M.Eng., Harvard & Cornell Grad

In personal statement samples by field.

The following personal statement is written by an applicant who got accepted to Masters’s program at NYU Steinhardt School in Counseling Psychology. Read this essay to understand what a top personal statement in Counseling Psychology should look like.

Sample Personal Statement in Counseling Psychology

Growing up in Poland, I had internalized the stigma attached to Psychology and Psychotherapy. I was famous in my circle of friends as “the understanding one,” but I had developed a bitter taste for formally studying Psychology. Therefore, I opted for a more socially acceptable high school major – Computer Science.

But I wanted to learn about human behavior. Turning my back on the subject of my intellectual curiosity alienated me from myself. As expected, I scored miserably in high school. However, I did not give up just yet and went on to enroll in an IT program at the University of Warsaw.

Despite trying to ignite a passion for the discipline, I was inevitably headed toward disaster. A day before my first-year exams, I stared dispassionately at my book. I felt helpless and broke down into tears. At that moment, I realized I needed help from a mental health professional.

But I didn’t seek help because of two reasons. Firstly, hearing that only the crazy go for psychotherapy all my life, I could not muster the courage to deal with that label. Secondly, I only knew of Clinical Psychologists and Psychiatrists, and I did not want to be diagnosed or medicated.

Then I mustered the courage to cross the inner hurdles that kept me from studying Psychology. I wanted to gain insights into my emotional imbalances and tried to help myself by learning to help others. After that, I convinced my parents and changed my undergraduate central to Psychology.

This opened new doors that led me to a journey of growth and self-discovery. I met some wonderful people and began excelling in my studies. I was unanimously voted as the class representative in my second semester. Improved psychosocial support and self-efficacy began to work magic on my sense of self-worth.

Experiencing a shift from clutter to clarity, I felt a newfound affiliation with those in need. I heard about Chayn Poland through social media and started volunteering for it. While working at Chayn , I was a part of an online community that created a resource portal to inform and help victims of domestic violence in Poland. It was an excellent opportunity to transmit the knowledge of the psychological aftermath of abuse to those who could benefit from it. I’m channeling the same spirit at my current job at Social Welfare, Academics, and Training for Poland . Lending my hand in research about the psychological impact of militancy and war on the youth of Ukraine allows me to play my role in helping those in need.

Through my introduction to counseling and the humanistic model in my Perspectives in Psychology class, I saw the framework I could use to pursue the field of Psychology. Moreover, I realized that the humanistic school stood for the same values I had innately developed – holism; the importance of an individual’s experience, and the belief that all humans have an actualizing tendency.

Coincidentally, one of my close friends had joined a certificate course in Humanistic Counseling at Therapy Mission, Warsaw. I enrolled in the next session to test my interest in the subject. As part of the course, I completed 85 hours of group therapy and an equal number of lectures. I learned basic counseling skills, person-centered therapy, gestalt therapy, and transactional analysis. Being in the group was truly transformational. As group therapy generally does, the group started to represent my unconscious perception of the world for me. Some of my group members represented specific figures from the past who I had unresolved issues with. I had the privilege of working on those issues through hot-seat exercises and psychodrama enactments. Being heard changed my relationship with myself. I learned to nurture myself and develop an inner resource, which would help me cope with future distresses more intelligently. I’m currently enrolled in a diploma in Integrated Counseling .

Stepping out of my comfort zone gave me the strength to explore further. Hence, last summer, I decided to go to Kenya for an internship through AIESEC at Living Positive Kenya . Among other experiences, the training allowed me to practice the skills I had acquired at Therapy Mission. I facilitated a psychosocial support group of women who had HIV/AIDS. My primary strategy was to create a safe space for women to express themselves. In that space, a woman could express her thoughts, and the group would provide her unconditional presence. Though the feedback was encouraging, I realized I needed more advanced training to deal with similar issues back home. I based my conclusion on the general resistance with which the idea of therapy is met in Poland.

My strength is that I come from a place where people are skeptical about counseling. However, I understand Poland’s dire need for counseling and have experienced its value first-hand. Therefore, I want to reach out and counsel as many people as possible. Having crawled from a pit of emotional darkness towards light puts me in the position to hold someone’s hand while they do the same. Now, all I need is extra muscle.

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The best statements tend to be genuine and specific from the very start. You'll be on the right track if you show your enthusiasm for the subject or course, your understanding of it, and what you want to achieve.

Admissions tutors – the people who read and score your personal statement – say don’t get stressed about trying to think of a ‘killer opening’. Discover the advice below and take your time to think about how best to introduce yourself.

Liz Bryan: HE Coordinator and Careers Advisor, Queen Elizabeth Sixth Form College

Preparing to write your personal statement.

Start by making some notes . The personal statement allows admissions tutors to form a picture of who you are. So, for the opener, think about writing down things, such as:

why you’re a good candidate
your motivations
what brings you to this course

If you’re applying for multiple courses , think about how your skills, academic interests, and the way you think are relevant to all the courses you've chosen.

Top tips on how to write your statement opener

We spoke to admissions tutors at unis and colleges – read on for their tips.

1. Don't begin with the overkill opening

Try not to overthink the opening sentence. You need to engage the reader with your relevant thoughts and ideas, but not go overboard .

Tutors said: ‘The opening is your chance to introduce yourself, to explain your motivation for studying the course and to demonstrate your understanding of it. The best personal statements get to the point quickly. Go straight in. What excites you about the course and why do you want to learn about it more?’

Be succinct and draw the reader in, but not with a gimmick. This isn't the X Factor. Admissions tutor

2. Write about why you want to study that course

Think about why you want to study the course and how you can demonstrate this in your written statement :

’Your interest in the course is the biggest thing. Start with a short sentence that captures the reason why you’re interested in studying the area you’re applying for and that communicates your enthusiasm for it. Don't waffle or say you want to study something just because it's interesting. Explain what you find interesting about it.’

It's much better to engage us with something interesting, relevant, specific and current in your opening line… Start with what's inspiring you now, not what inspired you when you were six. Admissions tutor

3. Avoid cliches

Try to avoid cliches and the most obvious opening sentences so you stand out from the very first line . UCAS publishes a list of common opening lines each year. Here are just some overused phrases to avoid using in your personal statement:

From a young age…
For as long as I can remember…
I am applying for this course because…
I have always been interested in…
Throughout my life I have always enjoyed…

And try not to use quotes . Quotations are top of the list of admissions tutors' pet hates.

4. Maybe don't begin at the start?

’Concentrate on the main content of your statement and write the introduction last. I think the opening line is the hardest one to write, so I often say leave it until the end and just try and get something down on paper.’

It may be easier to get on with writing the main content of your statement and coming back to the introduction afterwards –that way you will also know what you’re introducing.

I often advise applicants to start with paragraph two, where you get into why you want to study the course. That's what we're really interested in. Admissions tutor

The personal statement tool image

Don’t be tempted to copy or share your statement.

UCAS scans all personal statements through a similarity detection system to compare them with previous statements.

Any similarity greater than 30% will be flagged and we'll inform the universities and colleges to which you have applied.

Find out more

Joseph bolton: year 2 history& politics student, university of liverpool.

Do talk about you and your enthusiasm for the subject from the very start.
Do be specific. Explain what you want to study and why in the first two sentences.
Do come back to the opening sentences if you can’t think what to write straightaway.
Don’t waste time trying to think of a catchy opening.
Don't waffle – simply explain what you find interesting about the subject and show that you know what you are applying for.
Don't rely on someone else's words. It's your statement after all – they want to know what you think.

One final thought

Think about making a link between your opening sentence and closing paragraph – a technique sometimes called the 'necklace approach’.

You can reinforce what you said at the start or add an extra dimension. For example, if you started with an interesting line about what’s currently motivating you to study your chosen degree course, you could link back to it at the end, perhaps with something about why you’d love to study this further at uni.

Need more advice?

Struggling with the conclusion to your personal statement? Read our guide on how to finish your statement the right way .
Read more dos and don’ts when writing your personal statement .
Discover what to include in your personal statement .
Start your opening sentences with our personal statement builder now.

Start your search now

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Enhancing self-regulation and learner engagement in L2 speaking: exploring the potential of intelligent personal assistants within a learning-oriented feedback framework

Meifang Zhang 1

BMC Psychology volume 12 , Article number: 421 ( 2024 ) Cite this article

129 Accesses

Metrics details

Introduction

Developing L2 speaking proficiency can be challenging for learners, particularly when it comes to fostering self-regulation and maintaining engagement. Intelligent Personal Assistants (IPAs) offer a potential solution by providing accessible, interactive language learning opportunities.

This mixed-methods study investigated the effectiveness of using Google Assistant within a learning-oriented feedback (LOA) framework to enhance L2 speaking proficiency, self-regulation, and learner engagement among 54 university-level EFL learners in China. Convenience sampling assigned participants to either an experimental group ( n = 27) using Google Assistant with tailored activities or a control group ( n = 27) using traditional methods. The Oral Proficiency Interview (OPI) assessed speaking performance. Self-reported questionnaires measured L2 motivation and the Scale of Strategic Self-Regulation for Speaking English as a Foreign Language (S2RS-EFL) evaluated speaking self-regulation. Additionally, semi-structured interviews with a subsample of the experimental group provided qualitative insights.

The Google Assistant group demonstrated a statistically significant improvement in speaking performance compared to the control group. While no significant difference in motivation was found, thematic analysis of interviews revealed perceived benefits of Google Assistant, including increased accessibility, interactivity, and immediate pronunciation feedback. These features likely contributed to a more engaging learning experience, potentially fostering self-regulation development in line with the core principles of LOA.

This study suggests Google Assistant as a promising supplementary tool for enhancing L2 speaking proficiency, learner autonomy, and potentially self-regulation within an LOA framework. Further research is needed to explore its impact on motivation and optimize engagement strategies.

Peer Review reports

For learners of English as a Foreign Language (EFL), particularly those with limited access to native speakers or extensive classroom instruction, achieving fluency in spoken English remains a significant hurdle. Traditional methods often struggle to provide the personalized practice and immediate feedback essential for effective speaking skill development [ 1 , 2 ]. This gap underscores the potential of technology-assisted feedback practices within a learning-oriented framework (LOA) to bridge this gap.

The recent emergence of Intelligent Personal Assistants (IPAs) like Google Assistant presents a promising new avenue for L2 learning [ 3 , 4 ]. These AI-powered applications can serve as readily available conversation partners, fostering learner engagement through real-time feedback and facilitating convenient and flexible speaking practice [ 5 , 6 ]. However, a critical limitation of current research on IPAs in L2 learning is its focus on general language acquisition outcomes, with limited exploration of their impact on specific skills like speaking proficiency, motivation, and self-regulation – all core principles of LOA that emphasize student-driven engagement with feedback and the development of autonomous learning skills [ 7 , 8 , 9 , 10 ].

This mixed-methods study addresses this crucial knowledge gap by investigating the effectiveness of Google Assistant on L2 speaking performance, motivation, and self-regulation among Chinese EFL learners. By employing a combination of quantitative and qualitative data analysis, this research delves deeper than previous studies to explore how IPAs can influence the L2 learning experience within an LOA framework. We examine how Google Assistant, through features like accessibility, interactivity, and immediate feedback, might foster a more engaging and self-directed learning experience, potentially leading to improvements in speaking skills and self-regulation development, thus aligning with the core tenets of LOA. To address this knowledge gap, the study investigates the following research hypotheses:

Students in the experimental group who utilize Google Assistant will demonstrate significantly greater improvement in L2 speaking performance compared to the control group.

Students in the experimental group who utilize Google Assistant will report significantly higher levels of L2 motivation compared to the control group.

Students in the experimental group who utilize Google Assistant will exhibit greater development of self-regulation strategies for L2 speaking compared to the control group.

This research not only contributes to a more nuanced understanding of technology’s role in L2 speaking proficiency development, but also offers valuable insights for educators and researchers in optimizing the use of IPAs within learning environments. By exploring how Google Assistant fosters engagement with feedback and potentially impacts learner motivation and self-regulation, the study informs the design and implementation of technology-assisted LOA practices. This knowledge can be harnessed to develop strategies that leverage IPAs to enhance L2 speaking skills, promote learner autonomy, and ultimately, contribute to more effective EFL speaking instruction.

Literature review

Theoretical framework: learning-oriented feedback (loa).

This study is grounded in the theoretical framework of Learning-Oriented Feedback. LOA emphasizes the importance of shifting the focus from simply providing feedback to creating a learning environment where students actively engage with the feedback to improve their learning outcomes [ 11 ]. This approach aligns with the growing recognition of the learner as a central participant in the feedback process, moving beyond teacher-centered models.

Effective feedback in an LOA framework clearly links feedback to specific learning goals and desired outcomes [ 10 ]. In this study, the learning goals will be related to L2 speaking proficiency, self-regulation skills, and motivational factors influencing learner engagement with Google Assistant. LOA also emphasizes strategies that promote student engagement with feedback. This includes providing clear, timely, and actionable feedback that is tailored to individual needs [ 10 ]. Our investigation of Google Assistant’s features, such as accessibility, interactivity, and immediate pronunciation feedback, will explore how this technology might foster engagement with feedback in the context of L2 speaking practice. Also, a core principle of LOA is to cultivate self-regulation in learners. Effective feedback practices help students develop the skills to monitor their own learning, set goals, and utilize feedback to improve their performance [ 9 ]. This study will examine how Google Assistant, through its interactive nature and potential to provide immediate feedback, might contribute to the development of self-regulation skills among L2 learners.

While traditional LOA practices often focus on teacher-delivered feedback, advancements in technology have opened doors for technology-assisted feedback mechanisms [ 12 ]. However, research in this area presents both challenges and affordances [ 13 ]. This study explores how Google Assistant, as a readily available and interactive language learning tool, can potentially offer feedback within an LOA framework for L2 learners. By investigating how learners engage with Google Assistant’s feedback features, this study aims to contribute to the ongoing exploration of the potential for technology-assisted learning aligned with LOA principles.

This study examines the effectiveness of Google Assistant as a tool for enhancing L2 speaking proficiency, self-regulation, and learner engagement among EFL learners in China. It utilizes a mixed-methods approach to not only assess speaking performance but also delve deeper into learner perceptions and experiences with Google Assistant. By analyzing both quantitative data and qualitative interview data, the study aims to understand how Google Assistant’s features and functionalities might foster engagement with feedback, potentially impacting self-regulation development and ultimately, L2 speaking proficiency. This investigation aligns with the principles of LOA by focusing on student engagement, self-regulation, and the use of technology to facilitate a more learner-centered feedback experience.

Technology-assisted L2 speaking

Numerous studies have highlighted the effectiveness of various technologies in promoting L2 spoken proficiency. Mobile applications like WhatsApp offer convenient platforms for informal speaking practice, facilitating frequent interaction and potentially leading to improved fluency and confidence [ 14 ]. For more structured speaking activities, videoconferencing platforms provide opportunities for interaction with native speakers or remote peers. This technology can create an immersive and interactive environment, promoting active participation in discussions and presentations [ 15 ].

Web-based language learning (WBLL) platforms offer a structured approach to L2 speaking development. These programs often include interactive exercises, pronunciation drills, and recorded speaking practice, providing valuable resources for learners seeking self-directed practice and focused improvement [ 16 ]. The versatility of mobile devices extends beyond communication apps. iPads, for example, can be leveraged to maximize L2 speaking practice by utilizing language learning apps, recording tools, and multimedia resources. This caters to different learning styles and practice preferences [ 17 ]. Mobile technology can even be harnessed to enhance specific aspects of L2 speaking, such as pronunciation. By allowing learners to record and compare their pronunciation to native speakers through mobile apps employing “shadowing” techniques, mobile tech offers valuable feedback and supports pronunciation development [ 18 ].

A recent innovation in L2 learning contexts is the use of IPAs. This review now explores the growing body of research on the efficacy of IPAs in enhancing L2 speaking skills, learner motivation, and autonomous learning. Several studies have investigated the effectiveness of IPAs for out-of-classroom language practice, demonstrating significant improvements in L2 learners’ oral proficiency and willingness to communicate (WTC) [ 4 , 7 , 8 ]. These positive impacts are attributed to factors like increased speaking opportunities, immediate feedback mechanisms, and reduced anxiety associated with human interaction [ 8 ]. Interestingly, Tai [ 7 ] found that IPA interaction even led to higher WTC than interaction with human L1 or L2 speakers, potentially due to the convenience, flexibility, and non-judgmental nature of IPAs.

Yang et al. [ 4 ] investigated the potential of IPAs for fostering autonomous L2 learning (ASLL). Their findings suggest that learners who received both an IPA (Google Assistant) and teacher guidance saw significant improvement in listening and speaking skills. This indicates that IPAs can be a valuable tool for independent language practice, particularly when coupled with some level of teacher support to guide learners towards effective use of the technology and address any identified gaps.

However, limitations associated with IPAs necessitate further exploration. Dizon’s [ 3 ] case study highlighted limitations in speech recognition, particularly for L2 learners with heavy accents. This suggests that IPAs may be more beneficial for learners with higher proficiency levels or those with specific accents that the IPA is trained to recognize. Dizon’s [ 19 ] review further emphasized the need for additional research on IPAs in L2 learning contexts, particularly regarding their effectiveness for learners with varying language abilities, learning styles, and access to teacher support. Additionally, future research should explore how IPA interaction can be integrated with other language learning activities and platforms to create a more comprehensive learning experience.

In conclusion, current research suggests that IPAs offer a range of affordances for L2 learning, particularly for speaking skills, learner motivation, and promoting autonomous learning. However, limitations in speech recognition and the potential need for additional support highlight the importance of further research to optimize IPA use in L2 learning environments. By understanding these affordances and constraints, educators and learners can leverage IPAs to create more engaging and effective language learning experiences.

Second language motivation

The motivation behind acquiring L2 constitutes a multifaceted area of research that significantly contributes to the field of language learning and teaching. This section explores seminal theories and empirical findings that have shaped our understanding of second language motivation. Gardner and Lambert [ 20 ] pioneered the study of second language motivation with their socio-educational model, emphasizing the role of integrative and instrumental orientations. Integrative motivation, the desire to learn a language to integrate into a cultural community, and instrumental motivation, driven by practical reasons such as career advancement, have been fundamental in understanding why individuals embark on the journey of learning a second language. Their work laid the groundwork for subsequent research on the motivational dynamics in L2 acquisition. Dörnyei [ 21 ] further advanced the field by introducing the concept of motivational strategies within the framework of L2 learning. His emphasis on the dynamic nature of motivation, proposing that teachers can significantly influence their students’ motivation through specific teaching strategies, has been influential. This idea opened new avenues for research, focusing on how educators can foster a motivational classroom environment that encourages sustained language learning.

Recent developments have moved towards more nuanced perspectives on motivation. Dörnyei and Ushioda [ 22 ] introduced the L2 Motivational Self System, drawing on psychological research into the notion of the self. This theory suggests that L2 motivation is profoundly influenced by learners’ self-identities, including the Ideal L2 Self, which reflects the learner’s aspirations to become a proficient L2 user, and the Ought-to L2 Self, which pertains to the attributes learners believe they should possess to avoid negative outcomes. This perspective has highlighted the importance of self-related psychological processes in the motivation to learn a second language. Moreover, the role of the learning environment in shaping motivation has received increasing attention. Csizér and Dörnyei [ 23 ] have demonstrated how classroom dynamics, teacher behavior, and the broader educational context influence students’ motivational trajectories. Their work underscores the significance of creating a supportive, engaging, and contextually sensitive learning environment to enhance L2 motivation.

The concept of willingness to communicate (WTC) in an L2, as explored by MacIntyre et al. [ 24 ], integrates the dynamic nature of motivation with the actual use of language. They argue that the ultimate goal of language learning is to engage in communication; thus, understanding the factors that promote or hinder learners’ willingness to use the language is crucial. Their model incorporates a wide range of variables, from individual personality traits to the social and educational context, offering a comprehensive view of how motivation to communicate can be nurtured.

Technology has emerged as a powerful tool for fostering motivation in L2 learning environments. Studies highlight the potential of technology to connect learners with their ideal L2 selves [ 25 ]. By utilizing online platforms and digital resources, learners can engage in activities and interactions that bring them closer to their aspirations of becoming proficient speakers [ 25 ]. This alignment with desired future selves can enhance intrinsic motivation and fuel continued learning efforts. The concept of social situatedness is another key factor influencing L2 motivation through technology. Henry [ 26 ] emphasizes the importance of online media creation tools that allow learners to engage in collaborative projects and share their work with a wider audience. This sense of community and the opportunity to contribute to a larger conversation can motivate learners to actively participate and refine their language skills [ 26 ].

Furthermore, technology’s inherent appeal and novelty can contribute to increased motivation. Panagiotidis et al. [ 27 ] discuss the allure of technology, suggesting that its interactive nature and engaging features can make language learning more enjoyable and less like a traditional classroom setting. This positive association with learning can lead to increased engagement and sustained motivation [ 27 ]. While the studies above focus primarily on technology’s impact on general L2 motivation, Tavakoli et al. [ 28 ] offer a more specific example. Their research explores the use of Computer-Assisted Language Learning (CALL) in Task-Based Language Teaching (TBLT). They found that CALL-mediated TBLT activities enhanced motivation for L2 reading, suggesting that technology can be strategically integrated into specific instructional methods to target different language skills and motivational aspects [ 28 ]. Emerging technologies like Augmented Reality (AR) offer even more possibilities for boosting L2 motivation. Liu et al. [ 29 ] investigate the impact of AR on L2 learning motivation in EFL learners. Their findings indicate that AR can foster intercultural competence and a sense of excitement about language learning, potentially leading to increased motivation [ 29 ].

In conclusion, technology offers a multitude of tools and approaches to enhance L2 learning motivation. From aligning learners with their ideal L2 selves to fostering a sense of community and employing engaging features, technology can create a more motivating and rewarding learning experience for L2 learners. By strategically integrating technology into their teaching practices, educators can leverage its motivational power to ignite a passion for language learning.

Self-regulated learning

Self-regulated learning (SRL) has emerged as a central framework for understanding how learners take charge of their own learning journeys, particularly when it comes to navigating the complexities of acquiring a new language (L2). Zimmerman [ 30 ] defines SRL as a dynamic process where learners set goals, actively monitor and regulate their cognition, motivation, and behavior in response to the learning environment. This multifaceted nature of SRL highlights its dependence on a combination of cognitive, metacognitive, and motivational components.

A substantial body of research underscores the strong correlation between SRL skills and success in L2 learning. Pintrich [ 31 ] argues that the ability to regulate one’s learning is just as crucial as intellectual ability in achieving language proficiency. This is supported by Dignath et al. [ 32 ] who found a significant positive link between SRL strategies and academic performance across various disciplines, including L2 learning.

Recent advancements explore the role of technology in facilitating SRL within L2 education. Azevedo [ 33 ] examines the use of intelligent tutoring systems, adaptive learning environments, and learning analytics as tools to enhance SRL by providing learners with personalized feedback and scaffolding. These technological interventions align well with the dynamic nature of SRL, offering opportunities for learners to refine their strategies based on immediate feedback.

The social context of SRL is also garnering attention, recognizing that language learning is often a collaborative endeavor. Hadwin et al. [ 34 ] emphasize the importance of social contexts in shaping self-regulatory practices. Their research suggests that collaborative learning environments can foster SRL by providing opportunities for learners to discuss their thinking, engage in reflection, and adjust their strategies based on peer feedback.

The concept of SRL has been extensively applied within the domain of L2 education, revealing both unique challenges and opportunities for language learners. Tseng et al. [ 35 ] highlight the critical role of motivation and self-regulation, suggesting that effective L2 learning goes beyond cognitive ability and requires learners to manage their own learning processes. A key component of SRL in L2 education is metacognitive strategy use, which involves planning, monitoring, and evaluating one’s learning. Vandergrift and Goh [ 36 ] emphasize the importance of metacognitive strategies in listening comprehension, a fundamental skill in L2 acquisition. Their research suggests that successful L2 learners are those who can effectively deploy metacognitive strategies to enhance their understanding and retention of language input.

Another significant aspect of SRL in L2 education is the management of affective factors. Oxford [ 37 ] delves into the emotional dimensions of language learning, recognizing that negative emotions can impede progress. Effective self-regulation involves not only cognitive and metacognitive strategies but also strategies to manage these emotional responses.

The role of technology in facilitating SRL among L2 learners has also been explored. Godwin-Jones [ 38 ] discusses how digital tools and online resources can support the development of autonomous learning skills, providing learners with access to authentic language input and interactive platforms for practice outside the classroom. This integration of technology with SRL strategies offers a promising avenue for enhancing the efficacy and engagement of L2 education.

Furthermore, the social aspect of SRL in L2 learning highlights the importance of interaction and collaboration. Kormos & Csizér [ 39 ] found that collaborative tasks and peer feedback mechanisms are effective in fostering not only language skills but also self-regulatory capacities among learners. This social dimension emphasizes the role of the learning community in supporting individual regulatory efforts.

In conclusion, self-regulated learning serves as a powerful framework for understanding and promoting success in L2 education. By fostering a combination of cognitive, metacognitive, and motivational skills, learners can navigate the complexities of language acquisition and achieve greater proficiency.

Participants

Fifty-four university students enrolled in two intact EFL classes at a university in China participated in this study. Convenience sampling was employed, with the classrooms serving as sampling units. Due to the pre-existing structure of the classes, random assignment to groups wasn’t feasible. However, to ensure group equivalence, both classes were taught by the same instructor and followed the same curriculum.

Inclusion criteria ensured a homogenous participant pool: all were native Chinese speakers with Mandarin as their first language, enrolled in the same EFL program with at least two semesters of English instruction demonstrating B1 proficiency according to the CEFR, and with no prior experience using Google Assistant for language learning. Basic computer literacy and access to a smartphone or internet-connected device were also prerequisites.

While random assignment was not possible due to the intact classroom structure, a sample size of 54 participants (27 in the experimental group and 27 in the control group) was determined using G*Power software [ 40 ]. This a priori sample size calculation considered an effect size of 0.5 (medium), alpha level of 0.05, and power of 0.80 to detect statistically significant differences between the groups on the outcome measures. This sample size is appropriate for conducting mixed-methods research with a quantitative strand employing analysis of variance (ANOVA) techniques [ 41 ].

Participants were not randomly assigned due to the intact classroom structure, but efforts were made to create groups with similar baseline characteristics, particularly B1 CEFR proficiency. The experimental group ( n = 27, 14 male, 13 female) received access to the Google Assistant application and participated in language learning activities specifically designed to incorporate the tool. Conversely, the control group ( n = 27, 15 male, 12 female) did not have access to the Google Assistant and relied on traditional learning methods with teacher guidance and peer interaction.

To gain a deeper understanding of the participant pool, a demographic questionnaire was administered during the pre-intervention phase. This questionnaire collected data on age (average 22 years, range 19–25), gender (52% male, 48% female), English language learning experience (average 4 years of formal and informal learning), and self-reported frequency of technology usage for language learning.

Instruments

This section will detail the instruments used to measure the research variables: L2 Speaking Performance, L2 Motivation, and L2 Self-regulation. Additionally, the interview guide for the qualitative phase will be presented.

L2 speaking performance

In the assessment of L2 Speaking Performance, the Oral Proficiency Interview (OPI), developed by the Educational Testing Service (ETS), serves as a pivotal tool for evaluating speaking abilities, reflecting its effectiveness and reliability in linguistic proficiency evaluation. The OPI’s notable consistency across various levels of language proficiency is underpinned by its substantial inter-rater reliability, which is further evidenced by intraclass correlation coefficients (ICCs), as highlighted in the research by Sarwark et al. [ 42 ]. This reliability is complemented by the OPI’s robust construct validity, which aligns seamlessly with the ACTFL proficiency guidelines, underscoring its accuracy in reflecting true speaking abilities. Additionally, the OPI’s validity is affirmed through its predictive relationship with parallel measures of speaking proficiency, a correlation meticulously documented by Chalhoub-Deville & Fulcher [ 43 ]. This seamless integration of reliability and validity in the OPI’s design and application ensures a comprehensive and accurate assessment of oral proficiency, establishing a solid foundation for evaluating speaking performance in the study.

L2 motivation

Learning motivation among students learning English was gauged using a five-item scale, refined from instruments developed by Yashima [ 44 ] and Feng and Papi [ 45 ]. These items, rated on a scale from 1 (“completely unlike me”) to 7 (“exactly like me”), are designed to capture the fervor of students’ motivation toward mastering English. A greater score signifies a deeper commitment to learning the language.

Speaking self-regulation

The assessment of self-regulatory strategies in speaking English as a foreign language employed the Scale of Strategic Self-Regulation for Speaking English as a Foreign Language (S2RS-EFL), as formulated by Sun [ 46 ]. This instrument includes a comprehensive set of 52 strategies related to self-regulated learning (SRL) in speaking, rated on a 7-point Likert scale. These strategies span across cognitive, motivational, social, and affective domains, reflecting various facets of SRL in language learning.

Semi-structured interviews

To gain a deeper understanding of the experimental group students’ perspectives on using Google Assistant for L2 learning. This qualitative approach aimed to explore their attitudes, experiences, and perceived benefits and challenges associated with integrating the tool into their learning journey. Fourteen volunteer students from the experimental group participated in individual semi-structured interviews. These participants were chosen to ensure a diverse range of experiences within the group. Each interview was conducted in a private and comfortable setting to encourage open and honest dialogue. The interviews ranged from 20 to 30 min in duration, allowing for in-depth exploration of each participant’s perspective. A semi-structured interview guide with open-ended questions (see the Appendix) served as a framework for the discussion, while allowing flexibility to pursue emerging themes or topics raised by the participants.

Google assistant

The cornerstone of the intervention for the experimental group was Google Assistant, a virtual assistant application developed by Google that served as the IPA tool in this study. Accessible on a variety of devices like smartphones, tablets, and smart speakers, Google Assistant allows users to interact through voice commands or text input. But what made Google Assistant particularly well-suited for L2 learning were its functionalities that fostered a dynamic and interactive learning environment.

Participants could engage in dynamic practice sessions by asking Google Assistant questions, issuing commands, and receiving spoken or visual responses. This functionality mimicked a natural conversation-like environment, allowing for simulated dialogues and personalized language practice. Also, Google Assistant’s language translation feature served as a valuable tool for understanding and producing foreign language content. Participants could utilize translation for pronunciation practice or to clarify specific vocabulary within dialogues, ultimately enhancing their comprehension and fluency in English.

Information retrieval capabilities extended beyond basic web searches. Participants could access resources like weather updates or set reminders, potentially aiding in creating context-driven language practice scenarios. Imagine practicing phrases related to ordering food by asking about the weather in a specific city. This functionality allowed learners to practice language in a more realistic and engaging context. While limited, Google Assistant’s customization options allowed participants to personalize their experience and preferences to some degree. This element of control could contribute to a more engaging and user-friendly learning environment, making the practice sessions more enjoyable and potentially increasing learner motivation.

The experimental group was instructed to leverage these functionalities for specific language learning activities. By practicing pronunciation, receiving feedback on spoken English, and engaging in basic dialogues with Google Assistant, participants benefitted from an interactive and accessible platform to support their English speaking practice. Google’s powerful speech recognition and translation capabilities embedded within Google Assistant played a key role in facilitating this learning experience, providing immediate feedback and fostering active language interaction. It’s important to note that this study focused solely on the functionalities relevant to L2 learning and did not explore the broader features or functionalities offered by the Google Assistant application.

This section details the procedures followed by both the experimental and control groups throughout the study (see Fig. 1 ). To ensure a fair comparison of outcomes, both groups received the same amount of instructional time (10 weeks, 60 min per session) and engaged in similar learning activities. The key difference lay in the experimental group’s use of Google Assistant as a language learning tool.

The experimental group

The experimental group’s journey began with comprehensive training on using Google Assistant for L2 learning. This included familiarizing them with the application’s interface, voice commands, and functionalities specifically designed for language acquisition. Equipped with these skills, participants embarked on various tasks utilizing Google Assistant.

Pronunciation Practice : Participants honed their pronunciation by reading aloud sentences and paragraphs, receiving immediate feedback on accuracy and intonation. Google Assistant’s speech recognition and evaluation capabilities provided a valuable tool for self-correction and improvement.

Dialogue Practice : To enhance conversational skills, students participated in simulated dialogues with Google Assistant. They took turns posing and responding to questions on various topics, creating a safe and interactive environment for language practice.

Vocabulary Building : Expanding vocabulary became an interactive adventure. Participants used Google Assistant to look up new words, listen to their pronunciations, and practice using them in sentences, solidifying their understanding and retention.

Self-Assessment Activities : Google Assistant also guided participants through self-assessment exercises, prompting them to reflect on their learning progress and identify areas for continued development. This self-awareness fostered a sense of ownership over the learning process.

The experimental group participated in 10 weekly sessions, each lasting 60 min. These sessions, integrated seamlessly within the regular class schedule, ensured equal instructional time compared to the control group. However, to encourage independent practice and exploration, participants were encouraged to utilize Google Assistant for additional language learning activities outside of class time. The amount of time spent using the application beyond the scheduled sessions was not formally monitored.

The control group

The control group received clear instructions on the established learning methods they would be employing throughout the study. These methods included:

Engaging in Teacher-Led Activities : Group discussions, role-playing exercises, and presentations led by the instructor provided opportunities for interactive learning and receiving feedback from the teacher.

Completing Individual Practice Exercises : Dedicated time was allocated for participants to work independently on exercises from the course textbook and other assigned materials, solidifying their understanding of concepts covered in class.

Peer Interaction : Collaborative learning was fostered through peer-to-peer interaction activities. Participants received feedback and support from classmates, creating a dynamic learning environment.

To ensure similarity with the experimental group’s tasks, the control group engaged in activities that mirrored those utilizing Google Assistant, but without the technological support.

Pronunciation Practice : Participants practiced reading aloud assigned texts in class, receiving feedback from the teacher and peers on pronunciation accuracy and intonation. This provided valuable guidance for pronunciation improvement.

Dialogue Practice : Real-world conversation skills were honed through role-playing activities with classmates. These simulated conversations allowed participants to practice language exchange and social interaction.

Vocabulary Building : Traditional methods like flashcards, textbook definitions, and teacher-led explanations formed the foundation for vocabulary development. Participants actively learned new words and practiced using them in context.

Self-Assessment Activities : Individual self-assessment quizzes and exercises helped participants reflect on their learning progress and identify areas for improvement. This self-awareness encouraged ownership over their language learning journey.

The control group participated in the same schedule of 10 weekly sessions, each lasting 60 min, focusing on the traditional learning methods outlined above. As with the experimental group, their regular language learning routines outside of class likely included activities like studying course materials, completing assigned homework, and engaging in self-directed learning. The researchers aimed to minimize potential bias by encouraging both groups to maintain their regular routines, although the specific amount of time spent on these activities outside of class was not formally monitored or controlled.

Maintaining comparability

As described, both groups received the same amount of instructional time and engaged in similar learning activities. The crucial distinction lay in the experimental group’s integration of Google Assistant as an L2 learning tool. This approach ensured that any observed differences in learning outcomes between the groups could be attributed specifically to the intervention, not to variations in instructional time or activity types. While out-of-class activities were not formally controlled, the researchers strived to minimize potential bias by encouraging both groups to maintain their regular language learning routines outside of class.

Study Procedure Flowchart

Reliability and validity analysis

To establish the trustworthiness of the research findings, reliability and validity analyses were conducted. The internal consistency of the L2 Motivation scale (five items) was assessed using Cronbach’s alpha coefficient, resulting in a value of 0.88, which indicates strong internal consistency. Similarly, the Scale of Strategic Self-Regulation for Speaking English as a Foreign Language (S2RS-EFL), consisting of 52 items, demonstrated high reliability with a Cronbach’s alpha of 0.90.

For the Oral Proficiency Interview (OPI) measuring L2 Speaking Performance, inter-rater reliability was ensured through a meticulous process. Both raters underwent rigorous training to ensure consistent application of the OPI scoring criteria, including calibrating their assessments using established OPI sample responses. Additionally, a subset of approximately 20% of the OPI recordings was double-rated by both raters. The Intraclass Correlation Coefficients (ICCs) were then calculated to assess the agreement between the raters, ensuring robust inter-rater reliability.

Validity analyses further reinforced the credibility of the instruments. Content validity for the L2 Motivation scale and the S2RS-EFL was ensured through a comprehensive review by a panel of experts in the field of language education. These experts evaluated the items to confirm that they comprehensively covered the constructs being measured. Construct validity for the L2 Speaking Performance measure was supported by aligning the OPI scores with the ACTFL proficiency guidelines, accurately reflecting true speaking abilities.

Convergent validity of the L2 Motivation scale was assessed by correlating it with another established measure of language learning motivation, specifically the L2 motivation scale by Piniel and Csizér [ 47 ]. This yielded a significant correlation ( r = 0.72, p < 0.01), thus confirming its convergent validity. Furthermore, the instruments were pilot tested with a small sample similar to the study participants. Feedback from the pilot test was utilized to refine the items, ensuring clarity and relevance, thereby enhancing the overall validity of the instruments.

Data analysis

Descriptive statistics such as means, standard deviations, frequencies, and percentages were calculated to describe the central tendencies, variability, and distribution of the data for each group on the respective dependent variables. All statistical analyses were conducted using the Statistical Package for the Social Sciences (SPSS) version 26.0.

One-way analysis of covariance (ANCOVA) was used to compare the performance of the experimental and control groups on the L2 Speaking Performance, L2 Motivation, and L2 Self-regulation measures at the post-intervention stage. This approach was chosen because it allows controlling for a potential confounding variable, in this case, baseline performance on the respective dependent variable (measured before the intervention). The pre-intervention scores were used as covariates in the ANCOVA models. This helped to isolate the true effect of the intervention (using Google Assistant) on the outcomes, while accounting for any potential pre-existing differences between the groups in terms of their baseline performance.

The data collected through the semi-structured interviews conducted with the experimental group was analyzed using thematic analysis, a rigorous method well-suited for identifying recurring patterns and key themes within qualitative data sets [ 48 ]. The interviews were audio-recorded with participant consent and transcribed verbatim to ensure accuracy.

Thematic analysis involved a systematic process of coding the transcripts. Initially, we employed an inductive approach, openly coding the data for significant phrases, ideas, and experiences related to the participants’ perspectives on using Google Assistant for L2 learning. We then iteratively grouped these codes into categories and subsequently into higher-order themes that represent the core findings of the study. To enhance trustworthiness, this process was conducted by two independent researchers, with discrepancies resolved through discussion and consensus building [ 49 ]. This collaborative approach helped to mitigate potential researcher bias and ensure the credibility of the thematic analysis.

Table 1 summarizes the descriptive statistics for the experimental and control groups on three key measures: L2 speaking performance, L2 motivation, and L2 self-regulation. The table shows both the mean scores (M) and standard deviations (SD) for each group at the pre-test and post-test stages. Looking at the L2 speaking performance scores, we see that both groups showed improvement from pre-test to post-test. The experimental group’s average score increased by 4.6 points (30.2 to 34.8), while the control group’s average score increased by 2.4 points (30.5 to 32.9).

Similarly, both groups exhibited gains in L2 motivation (measured using the MLLS). The average score for the experimental group increased by 3.7 points (52.4 to 56.1), while the control group’s average score increased by 2.4 points (51.8 to 54.2). Finally, the data suggests a positive trend in speaking self-regulation for both groups. The experimental group’s average score increased by 2.5 points (28.7 to 31.2), and the control group’s average score increased by 1.7 points (28.1 to 29.8).

One-way ANCOVA were conducted to compare the performance of the experimental and control groups on the L2 Speaking Performance, L2 Motivation, and Self-regulation measures collected at the post-intervention stage. Pre-intervention scores on the respective dependent variables were included as covariates in the models to control for potential baseline differences between the groups.

The results in Table 2 indicate a statistically significant difference ( p = 0.043) between the experimental and control groups in L2 Speaking Performance (OPI) after controlling for pre-intervention scores. The effect size (η²) of 0.12 suggests a small to moderate effect of the intervention on speaking performance. This suggests that the use of Google Assistant in the experimental group may have led to a small to moderate improvement in their L2 speaking skills compared to the control group.

The results for L2 Motivation show a non-significant difference ( p = 0.097) between the groups after adjusting for the covariate. Although the F-statistic suggests a slight trend towards a difference, it does not reach the conventional level of significance ( p < 0.05). Therefore, we cannot conclude a definitive effect of the intervention on L2 motivation based on this quantitative analysis.

The results for Self-regulation reveal a statistically significant difference ( p = 0.027) between the groups after controlling for pre-intervention scores. The effect size (η²) of 0.09 suggests a small effect of the intervention on self-regulation. This indicates that the use of Google Assistant may have had a small positive impact on the self-regulatory skills of the learners in the experimental group compared to the control group.

Concerning the qualitative results, the thematic analysis of the semi-structured interviews conducted with the experimental group participants revealed rich insights into their experiences using Google Assistant for L2 learning (see Table 3 ). Three key themes emerged, capturing both the perceived benefits and challenges associated with this virtual language learning tool.

Empowering Learning through Personalized Practice .

Participants highlighted several advantages of using Google Assistant. A prominent benefit was the ability to improve pronunciation. Google Assistant’s real-time feedback mechanism allowed learners to identify and rectify pronunciation errors, as exemplified by Participant 2: “I liked how Google Assistant could point out my mistakes when I pronounced something wrong. It helped me learn the correct way to say the words.” This immediate feedback loop fostered a self-directed learning environment, empowering participants to actively engage in pronunciation practice.

Beyond pronunciation, Google Assistant provided valuable opportunities for increased speaking practice. The ability to engage in frequent spoken interactions, as Participant 5 expressed, “It was helpful to practice speaking English with Google Assistant because I could do it anytime , even when I was alone. It felt less stressful than talking to a real person.” This feature addressed the common challenge of overcoming hesitation and gaining confidence in speaking the target language. The interactive nature of practicing with Google Assistant further contributed to enhanced motivation and engagement. Participant 1 echoed this sentiment: “Using Google Assistant made learning English more fun and interactive. It felt more like a conversation than just studying from a textbook.” This shift towards a more engaging learning experience potentially translated into increased perseverance and a more enjoyable learning journey.

Navigating Limitations and Fostering Continued Use .

While participants acknowledged the benefits of Google Assistant, they also identified certain challenges. One concern centered on voice recognition accuracy. Participant 3 highlighted the occasional frustration caused by misunderstandings: “Sometimes Google Assistant didn’t understand what I was saying , which was annoying. It could be confusing when it gave me feedback on the wrong pronunciation.” Inaccurate voice recognition could potentially disrupt the learning flow and hinder the effectiveness of the practice session.

Another limitation identified was the restricted functionality for specific language learning tasks. As Participant 7 noted, “While Google Assistant was helpful for practicing basic phrases and pronunciation , it couldn’t really help me with more advanced topics or complex sentence structures.” The current functionalities might not be fully equipped to address the intricacies of grammar or support open-ended discussions.

Finally, participants acknowledged the challenge of maintaining consistent usage outside of the structured classroom environment. Participant 4’s experience reflects this: “I found it difficult to use Google Assistant consistently outside of class because I was often busy with other activities and didn’t always have the time or motivation to practice on my own.” Integrating Google Assistant into regular learning routines might require additional strategies to support sustained engagement beyond the classroom setting.

Theme 3 : Envisioning the Future: Feature Enhancements and Personalized Learning .

Despite the identified limitations, participants offered valuable suggestions for improvement. A key recommendation was to incorporate more advanced dialogue practice features. Participant 6 proposed, “It would be great if Google Assistant could have more advanced conversation features where we could practice different types of dialogues , like ordering food or asking for directions.” This highlights the desire for functionalities that cater to practicing context-specific conversations and real-world scenarios.

Furthermore, participants expressed a need for personalized feedback on pronunciation and fluency. Participant 8 suggested, “I think it would be helpful if Google Assistant could give more specific feedback on my pronunciation , not just tell me if it’s right or wrong. It would be nice to know what I can do to improve my speaking fluency as well.” Incorporating more nuanced feedback tailored to individual needs could enhance the learning experience and provide learners with actionable strategies for improvement.

In conclusion, the qualitative analysis revealed that Google Assistant holds promise as a tool for L2 learning. Participants reported benefits in pronunciation practice, increased speaking opportunities, and enhanced motivation. However, challenges related to voice recognition accuracy, limited functionality for advanced tasks, and maintaining consistent use were also identified. By incorporating features for practicing complex dialogues, providing personalized feedback, and fostering continued engagement outside the classroom, Google Assistant has the potential to become an even more effective tool for supporting L2 learners on their language learning journeys.

This mixed-methods study delves into the potential of Google Assistant as a tool for enhancing L2 speaking performance, motivation, and self-regulation among Chinese EFL learners. The findings contribute significantly to the special issue’s focus on technology-assisted LOA practices by offering insights into how IPAs can promote learner engagement with feedback mechanisms.

The observed improvement in speaking proficiency aligns with the concept of reduced anxiety in L2 learning environments facilitated by IPAs [ 50 ], a key factor for effective feedback as highlighted by Woodrow [ 51 ]. By fostering a low-pressure environment, Google Assistant may encourage more frequent speaking opportunities, ultimately improving fluency. Thematic analysis further revealed that participants valued the real-time pronunciation feedback provided by Google Assistant (Theme 1). This aligns with the emphasis on immediate and actionable feedback within LOA frameworks [ 10 ]. Receiving immediate feedback allows learners to actively adjust their speaking and solidify correct pronunciation patterns, promoting a dialogue between learner and technology.

Unlike traditional pronunciation practice methods confined to classrooms, Google Assistant allows learners to practice anytime, anywhere [ 4 ]. This flexibility caters to busy schedules and removes geographical limitations, potentially leading to more consistent practice and improved fluency. The findings also resonate with Tai’s [ 8 ] research, where learners appreciated the interactive nature of IPA interaction. Unlike static resources, IPAs provide a dynamic environment that encourages active participation and reinforces learning through real-time responses and prompts. The current study sheds light on both the potential and limitations of Google Assistant for L2 motivation. While the Assistant offers valuable feedback and practice opportunities, it may not be a standalone solution for motivation, as evidenced by the lack of a statistically significant difference between groups. This aligns with Dörnyei’s [ 52 ] model, which emphasizes intrinsic factors like personal goals and enjoyment. Thematic analysis (Theme 1) suggests Google Assistant increased interactivity, potentially contributing to enjoyment. However, enjoyment alone might not be enough [ 25 ]. Future iterations could integrate features that allow learners to set personalized goals, connect with native speakers, or utilize gamification elements to bridge the gap between the technology and learner aspirations [ 27 , 53 , 54 ]. Social interaction and a sense of community are also crucial for L2 motivation [ 26 ]. While Google Assistant allows for some interaction, it currently lacks the collaborative and social aspects found in online learning communities. Strategically integrating Google Assistant with existing learning practices that address these aspects could be a fruitful avenue for future research [ 28 ].

The positive impact of Google Assistant on self-regulation aligns perfectly with the growing emphasis on fostering learner autonomy in L2 learning [ 37 ]. By providing opportunities for independent practice, immediate feedback, and the ability to adjust learning pace, Google Assistant aligns with the paradigm shift from passive to proactive engagement emphasized in LOA practices [ 9 ]. This fosters learner autonomy and empowers learners to take ownership of their learning journey, a key aspect of self-regulation [ 30 ]. Features like self-assessment activities (Theme 1) actively encourage learners to monitor their progress, a cornerstone of effective self-regulated learning (SRL). This ownership fosters the development of autonomous learners [ 37 ]. The current study further strengthens the established link between SRL and L2 proficiency [ 31 , 32 ]. Google Assistant, by promoting self-assessment and independent practice (Theme 1), empowers learners to take an active role in managing their learning, a skill directly linked to achieving language learning goals [ 33 ]. While Google Assistant offers valuable tools for individual SRL development, future iterations could integrate features that allow learners to share practice sessions with peers or receive feedback from native speakers, further enriching the SRL experience [ 34 ]. Additionally, exploring ways to integrate metacognitive strategies could further aid learners [ 35 , 36 ]. While Google Assistant does not currently address emotional regulation directly, the sense of accomplishment gained through self-directed practice and positive feedback can contribute to a more positive emotional learning experience [ 37 ]. Additionally, exploring ways to integrate peer feedback or interaction with native speakers could add a valuable social dimension to the SRL experience facilitated by IPAs [ 39 ].

The qualitative data provided valuable insights for improving Google Assistant’s functionalities for L2 learning. The perceived benefits, such as personalized pronunciation practice and increased speaking opportunities (Theme 1), resonate with the affordances of IPAs identified in previous research [ 19 ]. However, the identified challenges regarding voice recognition accuracy and limitations in handling complex topics (Theme 2) point towards areas for improvement. These insights can inform developers to create more sophisticated voice recognition systems and incorporate functionalities that cater to practicing advanced language skills, such as open-ended discussions or scenario-based dialogues. The suggestions for improvement gleaned from the qualitative data (Theme 3) offer valuable direction for the future development of IPAs for language learning. Students expressed a desire for features that target complex dialogues (Theme 3). Incorporating functionalities that provide personalized feedback on fluency, grammar, and vocabulary could significantly enhance the learning experience. Additionally, the study underscores the need for strategies to promote consistent use outside of the classroom setting (Theme 2). Integration with learning management systems or gamification elements could be fruitful strategies to explore in future research. Investigating how best to leverage spaced repetition techniques or curate personalized learning pathways within IPAs could further optimize language learning experiences.

This study contributes to the theoretical framework of language learning by exploring how IPAs like Google Assistant can promote self-regulated learning within L2 speaking. The observed improvements in participants’ self-regulation strategies suggest that IPAs foster learner autonomy through two key mechanisms. Firstly, by providing immediate feedback, IPAs empower learners to identify and address errors in their speaking, ultimately promoting self-correction and metacognitive awareness. Secondly, the interactive nature of IPAs encourages self-directed practice, fostering learner autonomy and self-regulation in scheduling and conducting speaking activities. These findings align with and contribute to the growing body of research on technology-assisted language learning (TALL), particularly regarding the potential of IPAs to supplement traditional pedagogical approaches and support the development of SRL in L2 speaking. Additionally, the positive impact on pronunciation found in this research aligns with the idea that IPAs can provide accessible and interactive opportunities for pronunciation practice, potentially leading to improved accuracy and fluency.

The study’s implications extend beyond theory, holding significant practical value for educators, learners, and developers of language learning technologies. Educators can strategically integrate Google Assistant into lesson plans, coupled with guidance on its effective use. This allows them to leverage its strengths for pronunciation practice and fostering SRL skills. However, the identified limitations, such as accuracy issues and limited support for complex topics, necessitate careful integration within a broader pedagogical framework that addresses these limitations. For learners, Google Assistant can be a valuable supplementary tool, offering opportunities for self-directed practice through interaction with the IPA. Additionally, learners receive real-time feedback on pronunciation and potentially other aspects of speaking, allowing for self-correction and improvement. Regular interaction with Google Assistant can further encourage learners to take ownership of their learning process and develop self-regulation strategies. However, learners should be aware of potential limitations, such as accuracy issues, and utilize Google Assistant alongside other learning resources and strategies for a well-rounded learning experience.

Finally, the study suggests directions for enhancing IPAs like Google Assistant. Addressing voice recognition accuracy for non-native accents is crucial for wider user adoption. Additionally, incorporating features that cater to complex language skills, such as open-ended discussions or scenario-based dialogues, would significantly improve the utility of IPAs for L2 learners. Furthermore, integrating goal-setting functionalities, reward systems, and the possibility of interacting with native speakers could enhance motivation and create a more holistic and engaging learning experience for L2 learners.

Limitations

The findings of this study should be considered in light of certain limitations. Firstly, the study was conducted with a specific participant pool of Chinese EFL learners, which may limit the generalizability of the results to other populations and learning contexts. Further research with more diverse populations is necessary to validate and extend these findings. Secondly, the study relied on self-reported measures of motivation, which are inherently susceptible to bias. Future research could benefit from including more objective measures, such as tracking user engagement with Google Assistant or analyzing changes in learner autonomy over time, to provide a more comprehensive picture of the tool’s impact.

Thirdly, the study design focused on a relatively short intervention period. Longitudinal studies are needed to explore the long-term effects of using Google Assistant on L2 learning outcomes and to investigate how learner behavior and engagement with the technology might evolve over time. A significant limitation of this study is the small sample size, which can impact the statistical power of the findings and the generalizability of the results. The small sample size limits the ability to detect smaller effects and increases the margin of error, making it difficult to generalize the findings to a broader population. Future studies should aim to include larger sample sizes to enhance the reliability and validity of the results.

Fourth, this study did not explicitly control for factors such as prior language learning experience or learner styles. These variables could potentially influence learners’ responses to the intervention and their overall L2 learning outcomes. Future research with a more complex design, such as a multi-group design that considers prior language learning experience levels, could provide a more nuanced understanding of how Google Assistant interacts with individual learner characteristics to impact L2 learning. By exploring these potential interactions, future research can contribute to the development of more targeted and personalized learning experiences using Google Assistant.

Despite these limitations, the current study offers valuable insights into the potential and limitations of Google Assistant as a tool for L2 learning. By addressing the identified limitations and incorporating user-driven suggestions for improvement, Google Assistant has the potential to become an even more effective tool for supporting L2 learners on their language learning journeys. Further research is necessary to explore the long-term impact of IPAs on L2 learning and to identify optimal integration strategies within broader language learning environments.

This mixed-methods study investigated the potential of Google Assistant as a tool for enhancing L2 speaking performance, motivation, and self-regulation among Chinese EFL learners, particularly within the framework of learner-oriented autonomy (LOA). The findings contribute meaningfully to the understanding of how technology can be leveraged to support L2 learning within an LOA framework.

The study demonstrates that Google Assistant has the potential to promote learner engagement with feedback, a critical component of effective LOA. Qualitative data suggests that participants found Google Assistant’s interactive nature to be motivating, hinting at its potential to enhance intrinsic motivation (Theme 1). However, statistically significant changes in self-reported L2 motivation were not observed. This underscores the multifaceted nature of motivation and necessitates further research employing a wider range of motivational constructs and methodologies. Additionally, investigating how Google Assistant can be integrated with strategies that target extrinsic motivational factors could yield valuable insights.

The study also identified limitations related to voice recognition accuracy and the inability to handle complex topics (Theme 2). These limitations necessitate further development on the part of technology providers to create a more robust and versatile tool for L2 learners. On a positive note, the study identified Google Assistant’s potential to foster self-regulation among L2 learners. Features like self-assessment activities and the anytime, anywhere practice flexibility (Theme 1) were perceived as empowering and contributed to a sense of ownership over the learning process. This aligns with the growing emphasis on learner autonomy in L2 learning and suggests that IPAs like Google Assistant have the potential to equip learners with the skills necessary to become more independent and self-directed language learners. Future research could explore how Google Assistant can be integrated within broader pedagogical frameworks to address identified limitations and further enhance its effectiveness in promoting self-regulation and L2 speaking proficiency. Additionally, investigating the long-term impact of using Google Assistant on learner autonomy and language development would be valuable.

Interview Questions

Can you describe your experience using Google Assistant for your English learning activities?

How did you find Google Assistant helpful in improving your speaking skills?

Did you encounter any challenges in using Google Assistant for learning English?

In your opinion, how can Google Assistant be further improved to support L2 learners?

Do you have any overall thoughts or feedback about using Google Assistant for learning English?

Data availability

The corresponding author, Meifang Zhang (Email: [email protected]), is happy to share the data upon reasonable request.

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This research was supported by the 2022 Guangzhou Philosophy and Social Science Planning (Project No. 2022GZGJ168) and the 2024 Guangzhou Institute of Science and Technology National and Provincial Level Cultivation Projects (Project No.2024sbp008).

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Zhang, M. Enhancing self-regulation and learner engagement in L2 speaking: exploring the potential of intelligent personal assistants within a learning-oriented feedback framework. BMC Psychol 12 , 421 (2024). https://doi.org/10.1186/s40359-024-01917-0

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Remember that a personal statement should be written to persuade the admissions tutor that you're a good fit for the course and have the skills to succeed. Put yourself in their shoes and think about what would convince you. Be honest but avoid false modesty. Sell yourself as a future psychologist in the making.
Psychology Personal Statement Advice
The University of Bristol highlights five elements of a strong, academically focused psychology statement: Ensure it is well structured and well written. Give details of any specific interests or ambitions you have that relate to the content of the course. Demonstrate your enthusiasm for psychological research as a focus for academic study.
Successful Personal Statement For Psychology At Oxford
This Personal Statement for Psychology is a great example of demonstrating academic interest and initiative. The candidate's interest and passion are clearly shown which is vital to Admissions Tutors. Remember, at Oxford, these Admissions Tutors are often the people who will be teaching you for the next few years, so you need to appeal ...
Personal Statement for Graduate School Examples: Psychology
In your psychology graduate degree application, the personal statement is crucial. It showcases your academic achievements, personal journey, career goals, and why you're a great fit for the program. This is your chance to move beyond mere statistics—GPA, test scores, work experience—and tell your unique story.
Personal Statement for Psychology: With Tips and Examples
Let your passion for the subject and your natural curiosity shine through in your personal statement, and make sure it is original and specific to your experiences. 3. Write down your initial ideas. When writing a personal statement for psychology, it is important to plan properly by writing down your initial ideas.
Writing a Personal Statement
When applying to graduate schools, you will be expected to write a statement of purpose, commonly called a personal statement, or personal essay. This is a very important part of the application process, and it is your one opportunity to showcase your best qualities and achievements. Graduate committees from the colleges and universities that you apply to will review this document to help in ...
Psychology personal statements
These psychology personal statements are written by real students. Among them you will find personal statements that have formed part of successful applications to universities such as Royal Holloway, Aberystwyth and Aberdeen. Bear in mind, these personal statements are presented in exactly the way they were originally submitted to Ucas.
Undergraduate Personal Statement Example: Psychology
Personal Statement Example: Section 3. "My high school study of English, French and Spanish improved my written and verbal communication skills and my ability to express ideas clearly. While Italian is my mother tongue, I also speak the language of my parents, Romanian.
PDF Personal Statement Workshop
Example: UNC-CH Personal Statement Prompt § On a separate page, write a personal statement that includes the following: • a. Description of any work experience relevant to psychology and research (bibliographic, laboratory or other) that you may have done (or are doing) either as part of employment or to complete your present program.
How To Write A Successful Psychology Personal Statement
Next Steps: Drafting & Structuring Your Psychology Personal Statement. Try to narrow your interests down to 2 or 3 topic areas which you can use as overarching themes for your personal statement, e.g. (1) Theories of Mind, of Consciousness, (2) Psychology & Gender, (3) Social Psychology - Group Identity.
Psychology Personal Statement 5
Psychology is a subject that really stimulates my mind and my desire to challenge my perception of mental health. As well as this, my interest has come from a personal point. Witnessing a family member with mental health issues has made me want to understand why he behaves that way and why his illness cannot be treated in the same way we treat ...
Example Personal Statement: Psychology : Unifrog Blog
It is included as standard for Unifrog partner schools. This student applied to study Psychology and Criminology at Southampton, Royal Holloway and Swansea, as well as Psychology at Liverpool and Oxford Brookes. They received offers from all five of their universities. Here we break their personal statement down into parts, analysing each ...
How To Write a Compelling Psychology Personal Statement
6. Conclude with a clear summary. Just like the introduction, a good conclusion to your psychology personal statement can leave a lasting impression on the reader. Try to cover all the important points that you have mentioned in a clear, concise way. Avoid too many fluffy, long sentences and stick to the point.
Psychology Personal Statement 12
PERSONAL STATEMENT EXAMPLE. All Statements. Calling all curious minds! BPS Accredited degrees at Swansea. Delve into the brain and behaviour with Swansea's Psychology degrees. Tailor your studies to your interests, take a Year in Industry or kick-start your research career.
Sample Counseling Psychology Personal Statement (NYU Steinhardt)
Sample Personal Statement in Counseling Psychology. Growing up in Poland, I had internalized the stigma attached to Psychology and Psychotherapy. I was famous in my circle of friends as "the understanding one," but I had developed a bitter taste for formally studying Psychology. Therefore, I opted for a more socially acceptable high school ...
How to start a personal statement: The attention grabber
2. Write about why you want to study that course. Think about why you want to study the course and how you can demonstrate this in your written statement: 'Your interest in the course is the biggest thing. Start with a short sentence that captures the reason why you're interested in studying the area you're applying for and that ...
Personal Statement
To start, I feel the study of such phenomenon appropriately... IPL > Personal Statement; Personal Statement. 963 Words 4 Pages. I am fascinated by how the heart and cardiovascular disease relate to the psychological self. To start, I feel the study of such phenomenon appropriately integrates my interests and skills within psychology, neurology ...
Enhancing self-regulation and learner engagement in L2 speaking
Introduction Developing L2 speaking proficiency can be challenging for learners, particularly when it comes to fostering self-regulation and maintaining engagement. Intelligent Personal Assistants (IPAs) offer a potential solution by providing accessible, interactive language learning opportunities. Methods This mixed-methods study investigated the effectiveness of using Google Assistant ...
Psychology Personal Statement 11
Study Psychology at Bradford, a BPS accredited degree, for the perfect start to a future bettering other peoples' lives and mental health. Psychology Personal Statement While growing up, an individual experiences countless differing fields of psychology without even realising it.

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Writing a psychology personal statement: expert advice from universities

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Research the course and make it clear that you understand what it’s all about

Keep it focused on you

Answer the question of why you want to study psychology

Show the range of your interest

Highlight any relevant work experience

And work experience outside the healthcare sector could still be relevant, too

Reflect on your relevant experience

Avoid cliches

Let it all flow out in your first draft

Don’t worry if you don’t know exactly where you want your career to take you yet

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