Why are college foreign language
student’s selfefficacy, attitude, and motivation
Presenter: Yin-Jin Lin
so different?

Ad...
Citation
Hsieh, P. (2008). Why are college
foreign language student’s selfefficacy, attitude, and motivation so
different?...
Contents
Introduction
Literature Review
Methodology

Results
Discussion
Reflection
3
Introduction
• Among several motivational constructs within
the area of learners’ beliefs, self-efficacy has
contributed s...
Introduction
• Students’ motivation can be seen through
their cognitive, behavioral, and emotional
engagement on academic ...
Introduction
AMTB= Attitude/Motivation Test Battery
interest

attitude

motivation

integrative
orientation

anxiety

inst...
Background
As foreign language learning is
considered a challenge subject where
many learners fail to do well, learner’s
m...
Research Questions
I

How well do foreign language student’s selfefficacy, interest, attitude, motivation, and anxiety pre...
There are at least three basic indicators of
learner motivation:
(1) learner’s effort
(2) learner’s desire to learn the la...
• Instumental
• Ex: To get a good job

• Integrated
• Ex: To develop better
communicate skills

10
Self-efficacy has contributed substantially
Theto our understanding ofself-efficacy beliefs
researchers supported that stu...
There are four leading sources for how
learners develop self-efficacy for a given
task, there are:
(1) Learner’s past perf...
Research Gap
Simply acknowledging the importance of
learner motivation and how motivation
relates to learners’ achievement...
Purpose
• The study was to examine the
relationship between educational
psychology theories (self-efficacy
beliefs) and fo...
Methodology
53%
male
249
students

47%
female

44%
Spanish
32%
German
24%
French
15
Methodology
successful
group

Classified by
students
themselves

unsuccessful
group
16
Methodology

Texas
1. 7-scores
questionnaire
2. AMTB

Median age of
20 year-old
During the Fall
semester
17
Procedure
I

• Fall semester after received grades from
mid-term exam

II

• Completed two questionnaires during the
begin...
Research Question 1
How well do foreign language student’s selfefficacy, interest, attitude, motivation, and
anxiety predi...
Research Question 1

AMTB

In addition to student’s self-efficacy beliefs, their attitude
and anxiety were also good predi...
Research Question 2

Do successful and unsuccessful foreign
language students and students with varying
levels of self-eff...
Research Question 2

AMTB
Unsuccessful students
1. Instrumental orientation
2. Higher anxiety
3. Negative attitude

succes...
Research Question 3
What is the interaction between heritage
connection and group status on student’s
endorsement of the d...
Research Question 3

AMTB
The two groups of heritage students reported having equally
high positive attitudes toward the l...
Discussion
1. Higher self-efficacy can influence effort, persistence, and
achievement.
2. Successful students reported bei...
Future Study
November

Beginning Mid-term

AMTB Questionnaire

7-scores Questionnaire

December

Collecting Questionnaires...
27
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  1. 1. Why are college foreign language student’s selfefficacy, attitude, and motivation Presenter: Yin-Jin Lin so different? Advisor: Dr. Pi-Ying Hsu October 14, 2013 1
  2. 2. Citation Hsieh, P. (2008). Why are college foreign language student’s selfefficacy, attitude, and motivation so different? ProQuest Education Journals, 38(1), 76-94. 2
  3. 3. Contents Introduction Literature Review Methodology Results Discussion Reflection 3
  4. 4. Introduction • Among several motivational constructs within the area of learners’ beliefs, self-efficacy has contributed substantially to our understanding of students motivation and achievement. 4
  5. 5. Introduction • Students’ motivation can be seen through their cognitive, behavioral, and emotional engagement on academic tasks. (Fredicks, Bluemenfeld & Paris, 2004) 5
  6. 6. Introduction AMTB= Attitude/Motivation Test Battery interest attitude motivation integrative orientation anxiety instrumental orientation 6
  7. 7. 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. 7
  8. 8. Research Questions I How well do foreign language student’s selfefficacy, interest, attitude, motivation, and anxiety predict their foreign language achievement? II Do successful and unsuccessful foreign language students and students with varying levels of self-efficacy differ in their endorsement of the different AMTB variables? III What is the interaction between heritage connection and group status on student’s endorsement of the different AMTB variables? 8
  9. 9. 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) 9
  10. 10. • Instumental • Ex: To get a good job • Integrated • Ex: To develop better communicate skills 10
  11. 11. Self-efficacy has contributed substantially Theto our understanding ofself-efficacy beliefs researchers supported that student are proposed to influence student’s motivation and motivation and achievement. achievement are good predictors of success. (Bandura, 1986) (Multon, Brown, & Lent, 1991; Pajares, 1996, 1997; Pajares & Urdan, 2006; Valentine, DuBois, & Cooper, 2004) 11
  12. 12. 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) 12
  13. 13. 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. 13
  14. 14. Purpose • The study was to examine the relationship between educational psychology theories (self-efficacy beliefs) and foreign language learning motivation. 14
  15. 15. Methodology 53% male 249 students 47% female 44% Spanish 32% German 24% French 15
  16. 16. Methodology successful group Classified by students themselves unsuccessful group 16
  17. 17. Methodology Texas 1. 7-scores questionnaire 2. AMTB Median age of 20 year-old During the Fall semester 17
  18. 18. Procedure I • Fall semester after received grades from mid-term exam II • Completed two questionnaires during the beginning of one class period • of 7-scores questionnaire 1. A list Students asked to fill out some background information IIISelf-efficacy was measured by asking participants to circle “yes” or “no” • The instructors provided students’ final Ex: course 2. Attitude/Motivation Test Batteryof the semester IV 1. Gender grades at the end (AMTB) 2. Do they had heritage connection to the language Motivation, attitude, anxiety, instrumental they were learning. orientation, and integrative orientation 18
  19. 19. Research Question 1 How well do foreign language student’s selfefficacy, interest, attitude, motivation, and anxiety predict their foreign language achievement? 19
  20. 20. Research Question 1 AMTB In addition to student’s self-efficacy beliefs, their attitude and anxiety were also good predictors of language achievement. 20
  21. 21. 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? 21
  22. 22. Research Question 2 AMTB Unsuccessful students 1. Instrumental orientation 2. Higher anxiety 3. Negative attitude successful students 1. Integratied orientation 2. Higher self-efficacy 3. Higher interest in learning 22
  23. 23. Research Question 3 What is the interaction between heritage connection and group status on student’s endorsement of the different AMTB variables? 23
  24. 24. Research Question 3 AMTB The two groups of heritage students reported having equally high positive attitudes toward the language they were learning. 24
  25. 25. 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 nonheritage students. 25
  26. 26. Future Study November Beginning Mid-term AMTB Questionnaire 7-scores Questionnaire December Collecting Questionnaires Data Analysis December Conducting the study January Proposal Defense January 26
  27. 27. 27

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