Blancaestelafloresprofesional Exam Final 2

7/31/2019 Blancaestelafloresprofesional Exam Final 2

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By: Blanca Estela Flores Martnez


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WHY?One of the responsibilities

of students at BUAP is toaccomplish four levels ofEnglish as a Foreign

Language (EFL).Unfortunately, somestudents delay this

responsibility until theend of their major.

Although thispostponement has

negative consequencesand students are aware of

them, procrastinationcontinues.

WHAT?

First, to establish ifstudentsfacing this

problem areprocrastinators.

Second, and the main goalof this research is to look

into the externalandinternal factors, and try todiscover its effectsif any

on BUAP studentsprocrastination.


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SUMMARY

According to Ellis & Knaus, 1977; OBrien,2002 this behavioral delay is extremelyprevalent in college. They claim that from80% to 95% of students engage in

procrastination. This tendency to voluntarily delay EFL is

affecting some students at TCU/BUAP.Although one of the main goals among

college students is to finish their majorsuccessfully, some of them do not reachtheir goals due to their English coursespostponement.


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SUMMARY (2)

This case study research investigated someinternal and external factors that influenceacademic procrastination in English as aForeign Language (EFL) in three college

students at the Benemrita UniversidadAutnoma de Puebla (BUAP). These students were asked to answer a

structured questionnaire to know if they areself-reported procrastinators. Further, they

answered a semi-structured interview toexplore the role that internal and externalfactors play in the participants decision todelay their EFL courses.


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RATIONALE This writer has found no priorresearch related to

language learningand procrastination.

Research

It seems probable that most of the psychologicaland environmental factorsrelated to the selfthatcauseprocrastinationcould also influencelanguage learningand impactstudent decisionsto delay their EFL courses.

Possiblerelation

This possible relation provides warrantforconducting the present research study.

Warrant


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QUESTIONS

Are the students who postpone theirEnglish as a foreign language (EFL)courses self-reported Procrastinators?

What external factorsare identified as thecause to procrastinate EFL courses amongstudents enrolled at the BUAP?

What internal factorsare identified as thecause to procrastinate EFL courses amongstudents enrolled at the BUAP?


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CHAPTER II


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PROCRASTINATIONFunctionalindividuals may procrastinate to

look for an optimal result to a tasktherefore it is functional.

(Ferrari and Emmons, 1995)

Dysfunctional

if this postponement carriesnegative consequences to the

individuals, it is considereddysfunctional.

(Ferrari and Emmons, 1995)

arousalprocrastinationas the

external attributes or excusesto delay the poor performancerelated to environmental

stressors.

(Ferrari and OCallaghan ,2007)

avoidantprocrastinationas thedeviation of potential exposure of

perceived inabilitiesandincompetence.

(Ferrari and OCallaghan ,2007)

Postpone until anotherday(De Simone 1993, cited

in Ferrari, Johnson andMcCown, 1995, p 4).


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ACADEMICPROCRASTINATIONProcrastination involves knowing that one needs toperforman activity or attend to a task, and perhapseven wanting to doso, yet failing to motivateoneself to perform within the desired or expected

time frame. Ackerman and Gross (2005 )Procrastination is a common practice amongstudents, particularly those at higher levels. Themost common form of students procrastination is to

wait until the last minute to turn in papers or tostudy for examinations.


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EXTERNAL FACTORS

Impulsiveness motivatespeople in their pursuit ofrewarding experiences.

Temporal Discounting peopleplan their actions with respectto future consequences (Steel,

2007)

Language Learning Domainextrinsic motivation as thedesire to get a reward or avoidpunishment; the main aim isexternal to the learning actitself. She adds that with

intrinsic motivation the learningexperience is its own reward

(Arnold, 1999)

students procrastinate more onthe academic tasks that they

characterize as moreunpleasant than on those thatthey characterize as pleasant.

(Milgram, 1995)

Williams and Burden (2007)mention Heiders theory whosemain aspect was to point out

how people perceive theirsuccess or failure in academic

and other situations.

First, all learners areinfluenced by their personal

feelings and perceptions abouttheir teachers. Besides, the

interactions that occur betweenthem and their teachers will

affect their motivation to learn.

The second is the way in

which the person presents theactivity and works with the

learner during the completionof the activity.

Mediation theory: significance;purpose beyond the here andnow, shared intention (Burden

& Williams, 2006)

TASKAVERSIVENESS


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INTERNAL FACTORSself-esteemisthe

knowledge of yourself, andbelief in your own

capabilities for an activity(Brown, 2002)

Self-efficacyis ajudgment that students

make about their capabilityto accomplish a specific

future task (Bandura, 1986)

Self-handicapping

Placing obstacles thathinder ones good

performance. (Steel,2007)

Fear of failuredelayingis caused by fear thatperformance will besubstandard and not

reach the expectationsset by others. (Solomon

and Rothblum, 1984)

Irrational thoughtshuman psychological

functioning is an efficientand interactive system of

cognitions, emotions,behavior and biology

responding toenvironmental conditions(Ellis as cited in Jorn, 2000 p.

8).


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Chapter III


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METHODOLOGY

Case Study can provide rich informationabout an individual learner (or group oflearners). They can inform us about the

process and strategies that individual L2(second language) learners use tocommunicate and learn, how theirpersonalities, attitudes, and goals interactwith the learning environment, and about

the precise nature of their linguistic growth(Johnson 1992, cited in Van Lier, 2005, p.76).


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ORIENTATION

The orientation that I used was the verbalreport. A verbal report is a descriptiveorientation that assesses the details of

the behavior of individual learnerperformance (Cumming, 1994 p. 673).

It encompasses a variety of techniques for

gathering data about the cognitive orthinking process people use duringlearning tasks (Cohen, 1994; cited inCumming 1994, p. 679).


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The Procrastination AssessmentStudent Survey (Solomon & Rothblum,1984) The first part assesses the prevalence

of procrastination in six academicareas:

(a) writing a term paper; (b) studying for an exam; (c) keeping up with weekly reading

assignments;

(d) performing administrative tasks; (e) attending meetings, and (f) performing academic tasks in general.


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PASS SECOND PART It describes a procrastination

scenario (delay in writing aterm paper) and thensuggests many possiblereasons for procrastinationin the task, including:

(1) evaluation anxiety, (2) perfectionism, (3) difficulty making decisions, (4) dependency and help

seeking, (5) aversiveness of the task

and low frustration tolerance, (6) lack of self-confidence, (7) laziness, (8) lack of assertion, (9) fear of success, (10) tendency to feel

overwhelmed and poorlymanage time, (11) rebellion against control, (12) risk-taking, and

peer influence


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INTERVIEW

An interview in research marks a move

away from seeing human subjects assimply manipulable data as somehow

external to individuals, and towardsregarding knowledge as generatedbetween human, often throughconversations (Kvale 1996:11, cited inCohen et al. 2007, p. 227).


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CONTEXT ANDPARTICIPANTS A public university in

Mxico considered as oneof the most important inthe country due to the highquality in its educationalprograms.

The institution offersdifferent majors that focustheir attention on their ownprograms.

Inside every programthere are some subjects

categorized as TCU. The TCU subject, that is

the key point in thisresearch, is English as aforeign language.

Students enrolled at BUAPin different majors andhave almost fulfilled therequirements to obtain adegree.

One student was found atthe LEMO testing centerdue to their need to takethe TCU Englishexemption test.

The other two studentswere attending regularTCU English courses.


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Chapter IV


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SELF-REPORTED

PROCRASTINATORS

MODERATEPROCRASTINA

TOR

ESTEBAN X

JOAQUN X

BENJAMN X


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PASS QUESTIONNAIRE

EXTERNAL FACTORST. OF REWARDS AND PUNISH.ROLE OF THE TEACHERTASK AVERSIVENESS X X

INTERNAL FACTORSSELF-EFFICACYIRRATIONAL BELIEFSSELF-ESTEEMSELF-HANDICCAPINGFEAR OF FAILURE X X X


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INTERVIEW

EXTERNAL FACTORST. OF REWARDS AND PUNISH. X X XROLE OF THE TEACHER X X XTASK AVERSIVENESS X X X

INTERNAL FACTORSSELF-EFFICACY X X XIRRATIONAL BELIEFS XXSELF-ESTEEM XSELF-HANDICCAPING X X XFEAR OF FAILURE XX


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EXTERNAL FACTORS

TIMMING OFREWARDS

AND PUNISH

They are goingto give me more.

I always putEnglish off untilthe very end.

thats why I leftthe English

courses until theend.

TASKAVERSIVENES

English istaught, in such adeplorable way.

There wasalways somethingmore important to

do.

English wasntthat pleasant.

ROLE OF THETEACHER

English teachersare not wellprepared.

Englishteachers, were

uncool and

arrogant.They dont transmitknowledge; rather

they force us tolearn certain steps.


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Thus, I felt that I

would not have anyprogress to what Ialready know.

it is better that I

study by myself,thus I am going tohave betterresults.

IRRATIONALTHOUGHTS

I am really good atEnglish.

I am really good atcommunicating and

expressing myself.In my case I do nothave anyproblems.

SELF-EFFICACY

ESTEBAN (INTERNALFACTORS)


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If I were asked to

do an oral exam, Iwould say yes,please. It isbecause speakingis where I candemonstrate my

knowledge inEnglish better thanwriting

SELF

HANDICA

PPING

Well I am not

perfect; I havesome problems,above all withgrammar andmaybe it was amistake to not takeit; but I had already

made the decisionand I couldnt turnback.

FEAR OFFAILURE

2


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ESTEBAN

HIGHSENSE OF

SELF-

EFFICACY

EXAM


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ESTEBAN

IRRATIONALTOHUGHTS

GLOBALRATING

EXTERNALFACTORS

AROUSAL

PROCRASTINATION


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BENJAMN (INTERNALFACTORS)

I received a7its going to

lower myaverage I thought it

would be moreconvenient tofail.

IRRATIONALTHOUGHTS

Well... a lot, alot... Englishwasnt sodifficult for me

SELF EFICACY

I thought that itseasy. I thought thatId take two

courses and getthe accreditation.

English is notoffered in myfaculty. andgoing to another

campus takes a lotof time.

SELFHANDICAPPING


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2

Well, I dontunderstandEnglish verywell, but as Ilook at my

classmates, itgave themmore troublethan it gaveme.

SELF ESTEEM

Id get into anInterlingua orQuick Learningcourse and getthe

accreditation

FEAR OFFAILURE

AVOIDANTPROCRASTINA

TION


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Joaqun (Internal Factors)

I wanted to

wait in orderto do mybest,

Self-efficacy

Generallyspeaking, myhealth, at times, ismore important

time an hour ofEnglish is, verylittle time to learn

the material

Self-handicapping

in the fifthsemester Itook the firstcourse and itwent badly forme in that firstcourse, andfrom there, Ileft it.

I kept

postponing it.Fear offailure


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JOAQUN

SELF-REPORTEDPROCRASTINATOR

INTERNALFACTORS

EXTERNAL

FACTORS


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CHAPTER V


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CONCLUSIONS

Students may experience academicprocrastination Ellis and Knaus (1977,mentioned in Sweitzer, 1999, p.11).

As stated in the second chapter of thisresearch, students have thepredisposition to attribute their

success to themselves and theirfailures to external factors for whichthey are not responsible.


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Motivation: a cognitive model Williams (1994).


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RESULTS

EXTERNALFACTORS

INTERNALFACTORS

PROCRASTINATION

TIMMING OF REWARDS &PUNISH.

ROLE OF THE TEACHER

TASK AVERSIVENESS

SELF-EFFICACY SELF-HANDICCAPING

FEAR OF FAILURE

IRRATIONAL THOUGHTS

Arousal procrastination(Esteban)

Avoidant procrastination(Benjamn)

Self-reported Procrastinator(Joaqun)


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LIMITATIONS

As this research is a case study, it ismainly interpretative. Therefore, thepersonality traits covered in Neuroticism

i.e. irrational thoughts, self-esteem, self-efficacy, and self-handicappingwere notexplicitly mentioned by the participants.They were interpreted by this writeraccording to the theoretical frameworkdiscussed in the literature review.


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LIMITATIONS (2)

Also, due to the small sample size,generalizations about this issue cannotbe made to the entire university.


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IMPLICATIONS

Although there has been previous researchon Academic Procrastination, these studieshave been primarily restricted to

quantitative methodologies with very fewstudies providing qualitative analysis.Furthermore, research on AcademicProcrastination within the Mexican

context appears to be nonexistent. Thiswriter has found no prior research relatedto language learning and procrastination.


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IMPLICATIONS (2) The findings related to the external factors were

quite impressive. One of the participants reported that the teachers

performance was not optimal to teach a language.This student reported being very good speaker of

English before he had negative experiences in theTCU. Furthermore, some students seem to believe that if

education has a cost they will learn better as theyemphasize the importance of their studying EFL inprivate institutions. Therefore, it may point to theneed for more in-depth research focused onteachers and their beliefs about students whoface problems with the language.


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IMPLICATIONS (3)

It seems that the flexibility in the EFLcourses is causing in some studentsarousal procrastination. That is to say,

students are aware that the four levelsof EFL is a requirement to get their BAtitle. However, the fact that these EFLcourses do not have any deadline (morethan the accomplishment itself) it isleading students to procrastinate.


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THANK YOU

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Blancaestelafloresprofesional Exam Final 2