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Why are college foreign language student’s self-efficacy, attitude, and motivation so different? Presenter: Yin-Jin Lin
Advisor: Dr. Pi-Ying HsuOctober 14, 2013
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Citation
Hsieh, P. (2008). Why are college foreign language student’s self-efficacy, attitude, and motivation so different? ProQuest Education Journals, 38(1), 76-94.
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Introduction
Literature Review
Methodology
Results
Discussion
Reflection
Contents
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• Among several motivational constructs within the area of learners’ beliefs, self-efficacy has contributed substantially to our understanding of students motivation and achievement.
Introduction
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• Students’ motivation can be seen through their cognitive, behavioral, and emotional engagement on academic tasks. (Fredicks, Bluemenfeld & Paris, 2004)
Introduction
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AMTB= Attitude/Motivation Test Battery
Introduction
interest
attitude
motivation
anxiety instrumentalorientation
integrativeorientation
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Background
As foreign language learning is considered a challenge subject where many learners fail to do well, learner’s motivation in language is therefore especially important to examine.
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Research Questions
How well do foreign language student’s self-efficacy, interest, attitude, motivation, and anxiety predict their foreign language achievement?
Do successful and unsuccessful foreign language students and students with varying levels of self-efficacy differ in their endorsement of the different AMTB variables?
What is the interaction between heritage connection and group status on student’s endorsement of the different AMTB variables?
I
II
III
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Literature Review
There are at least three basic indicators of learner motivation: (1) learner’s effort(2) learner’s desire to learn the language(3) learner’s satisfaction with learning
(Gardner, 1985)
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• Instumental • Ex: To get a good job
• Integrated• Ex: To develop better
communicate skills
motivation
Literature Review
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Literature Review
Self-efficacy has contributed substantially to our understanding of student motivation and achievement.
(Bandura, 1986)
The researchers supported that self-efficacy beliefs are proposed to influence student’s motivation and achievement are good predictors of success.
(Multon, Brown, & Lent, 1991; Pajares, 1996, 1997; Pajares & Urdan, 2006; Valentine, DuBois, & Cooper, 2004)
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Literature Review
There are four leading sources for how learners develop self-efficacy for a given task, there are:
(1) Learner’s past performance(2) Observations of how well others do(3) Verbal persuation from others(4) Physiological indexes. (Schunk, 1991)
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Research Gap
Simply acknowledging the importance of learner motivation and how motivation relates to learners’ achievement does not allow us to understand fully how students develop motivation or how we can motivate students and sustain their level of motivation.
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Purpose
• The study was to examine the relationship between educational psychology theories (self-efficacy beliefs) and foreign language learning motivation.
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Methodology
249students
53% male
47% female
44% Spanish
32% German
24% French
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Methodology
successfulgroup
unsuccessfulgroup
Classified by students
themselves
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Texas
Median age of 20 year-old
Methodology
During the Fall semester
1. 7-scores questionnaire
2. AMTB
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Procedure
I• Fall semester after received grades from
mid-term exam
II• Completed two questionnaires during the
beginning of one class period
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• Students asked to fill out some background information
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• The instructors provided students’ final course grades at the end of the semester
1. A list of 7-scores questionnaire Self-efficacy was measured by asking participants to circle “yes” or “no”
2. Attitude/Motivation Test Battery (AMTB) Motivation, attitude, anxiety, instrumental
orientation, and integrative orientation
Ex: 1. Gender 2. Do they had heritage connection to the language
they were learning.
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RESULTS
Research Question 1
How well do foreign language student’s self-efficacy, interest, attitude, motivation, and anxiety predict their foreign language achievement?
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RESULTS
AMTBIn addition to student’s self-efficacy beliefs, their attitude and anxiety were also good predictors of language achievement.
Research Question 1
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RESULTS
Research Question 2
Do successful and unsuccessful foreign language students and students with varying levels of self-efficacy differ in their endorsement of the different AMTB variables?
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RESULTS
AMTB
Research Question 2
successful students
1. Integratied orientation2. Higher self-efficacy 3. Higher interest in learning
Unsuccessful students
1. Instrumental orientation2. Higher anxiety 3. Negative attitude
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RESULTS
Research Question 3
What is the interaction between heritage connection and group status on student’s endorsement of the different AMTB variables?
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RESULTS
AMTBThe two groups of heritage students reported having equally
high positive attitudes toward the language they were learning.
Research Question 3
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Discussion
1. Higher self-efficacy can influence effort, persistence, and achievement.
2. Successful students reported being more integratively oriented and wanting to learn foreign language so as to interact with individuals of target culture.
3. Unsuccessful students reported significantly more anxiety toward foreign language class.
4. No difference in the endorsement of integrative orientation between successful and unsuccessful non-heritage students.
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Future Study Beginning Mid-term
AMTB Questionnaire
Collecting Questionnaires
7-scores Questionnaire
November
Proposal Defense
Data Analysis
December
Conducting the studyJanuary
December
January
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