scholarly journals Affective Variables and Motivation as Predictors of Proficiency in English as a Foreign Language

2019 ◽  
Vol 12 (3) ◽  
pp. 75-83 ◽  
Author(s):  
Michaela Cocca ◽  
Armando Cocca
Keyword(s):  
Foreign Language ◽  
Affective Variables

Virtual worlds and language learning

2019 ◽  
Vol 11 (1) ◽  
pp. 29-43 ◽  
Author(s):  
Sabela Melchor-Couto
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teacher Perceptions ◽  
Virtual Worlds ◽  
Computer Mediated Communication ◽  
Mediated Communication ◽  
Computer Mediated ◽  
Affective Variables ◽  
One Step ◽  
The Eu

Technology has made an invaluable contribution to foreign language (FL) teaching, particularly so in recent years. The advanced technical capabilities offered by digital games, including voice and text chat, take the use of computer-mediated communication in language learning one step further, allowing for remote, anonymous and situated learner interaction. This article presents an overview on how virtual worlds (VWs) are being used for educational purposes and for FL teaching in particular. A literature review on existing research has been included, covering areas such as FL interaction, impact on affective variables and attitudes towards the use of these environments. Special attention will be devoted to how VW interaction may affect students’ anxiety, motivation and self-efficacy beliefs. Finally, teacher perceptions will be explored through the data collected among 179 secondary school FL teachers participating in the EU-funded TeCoLa project (‘Pedagogical differentiation through telecollaboration and gaming for intercultural and content integrated language teaching’).

Foreign language anxiety in relation to affective variables

2018 ◽  
Vol 41 (3) ◽  
pp. 328-348 ◽  
Author(s):  
Min Jung Jee
Keyword(s):  
Foreign Language ◽  
Risk Taking ◽  
Self Efficacy ◽  
Public University ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Positive Correlation ◽  
Affective Variables

Abstract This study investigated Korean-as-a-foreign-language (KFL) students’ foreign language anxiety (FLA) in relation to five affective variables (i.e., unwillingness to communicate, classroom risk-taking, classroom sociability, motivation, and self-efficacy) as well as to self-rated Korean proficiency. One hundred and fifty-two KFL students who were enrolled in Korean classes in a large public university in Australia completed survey items for the study. Overall, KFL students in Australia showed moderate levels of anxiety (M = 2.79) and unwillingness to communicate (M = 2.58). Additionally, their levels of motivation (M = 3.92) and self-efficacy (M = 3.41) were high. Five affective variables were proven to be significantly related with FLA: a positive correlation between FLA and unwillingness to communicate; and negative correlations between FLA and classroom risk-taking, classroom sociability, motivation and self-efficacy. Among the variables, self-efficacy and self-rated overall Korean proficiency were found to be the best predictors of FLA.

De Rol Van Affectieve Variabelen Bij Begrijpend Lezen in Een Vreemde Taal

1990 ◽  
Vol 37 ◽  
pp. 45-50
Author(s):  
Kees van Esch
Keyword(s):  
Reading Comprehension ◽  
Foreign Language ◽  
Research Question ◽  
Training Programme ◽  
Theory And Practice ◽  
Control Group ◽  
Self Confidence ◽  
Affective Variables ◽  
The One ◽  
Improve Reliability

In the study of the use of context and reading comprehension in a foreign language by Van Esch (1987) a more explorative research question dealt with the relation between the performances of learners of Spanish in context use and reading comprehension on the one hand and affective variables as the learners' perception of their attitude, their self-confidence and their context use in reading-comprehension on the other. These variables were measured by questionnaires of the Likert-type. To improve reliability and empirical validity, factor-analyses were carried out which yielded three factors: Attitude, Self-Confidence and Context-Use. The learners with better than average results on context-use and reading comprehension (the 'good' context-users) proved to be also more than average in these three factors. After a training programme in context-use, the perceptions of an experimental group of less than average ('poor') context-users were significantly higher in two of the three factors, Attitude and Context-Use, than the perceptions of a control group of poor context-users who did not follow this training programme. The third factor, Self-Confidence yielded contradictory results. Conclusions are drawn from the results of this study, which ends with an examination of the implications for the theory and practice of the teaching of foreign language reading comprehension.

Impact of affective variables on Korean as a foreign language learners' oral achievement

System ◽  
2014 ◽  
Vol 47 ◽  
pp. 53-63 ◽  
Author(s):  
Danielle Ooyoung Pyun ◽  
Jung Sup Kim ◽  
Hyun Yong Cho ◽  
Jung Hee Lee
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Foreign Language Learners ◽  
Affective Variables

Aptitude for learning a foreign language

2001 ◽  
Vol 21 ◽  
pp. 90-111 ◽  
Author(s):  
Richard Sparks ◽  
Leonore Ganschow
Keyword(s):  
Foreign Language ◽  
Learning Styles ◽  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
Foreign Language Learning ◽  
Language Aptitude ◽  
Foreign Language Aptitude ◽  
Affective Variables ◽  
Language Variables

What has happened with the construct of foreign language aptitude since 1990, at which time symposium participants from around the world agreed that the "Time has come to rethink the notion of what constitutes aptitude to learn foreign languages?" To answer this question, we begin with a review of studies on foreign language aptitude and its measurement prior to 1990. We then describe research and thinking in the 1990s in several areas, including affective variables; language learning strategies; learning styles as contributors to aptitude; and aptitude as a cognitive construct affected by language variables. Next, we review research on individual differences in language learners and the importance of phonological/orthographic processing for foreign language learning. Finally, we suggest new directions for research in foreign language aptitude.

scholarly journals Do I Speak Anxiously? A Correlation of Self-Efficacy, Foreign Language Learning Anxiety and Speaking Performance of Indonesian EFL Learners

2021 ◽  
Vol 6 (1) ◽  
pp. 68-80
Author(s):  
Istanti Hermagustiana ◽  
Anjar Dwi Astuti ◽  
Didik Sucahyo
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Self Efficacy ◽  
Foreign Language Learning ◽  
Efl Learners ◽  
Learning Anxiety ◽  
Affective Variables ◽  
Language Learning Anxiety ◽  
Speaking Performance ◽  
High Level

Background: Self-efficacy and foreign language learning anxiety are already known as two importantly affective variables in learning a foreign language. However, little is known about the relationships between the two affective variables with learners’ speaking performance. Therefore, this present study seeks to figure out: the EFL learners’ self-efficacy, foreign language learning anxiety (FLLA), speaking performance, and the correlation between their speaking performance and self-efficacy, speaking performance and FLLA, and self-efficacy and FLLA. Methodology: A correlational design was selected to answer the research questions. Seventy students of the sixth semester got involved in this study. Three research instruments were applied, namely: a self-efficacy questionnaire, a FLLA questionnaire, and one speaking test used to measure students’ speaking performance. Findings: Based on these results, it can be concluded that the null hypothesis (Ho) was rejected, while the alternative hypothesis (Ha) was accepted. Therefore, there was a significantly positive correlation between speaking performance and self-efficacy and a negative correlation between speaking performance and FLLA, and between self-efficacy and FLLA. It means that student with high-level speaking performance will have high-level of self-efficacy. Then, the higher students’ speaking performance is, the lower their FLLA becomes. It is in line with the correlation between students’ self-efficacy and FLLA, that student with high-level of self-efficacy would has low FLLA.

scholarly journals Affective variables in a foreign language immersion programme: a quantitative study

2020 ◽  
Vol 47 ◽  
pp. 77-93
Author(s):  
Marta Del Pozo Beamud
Keyword(s):  
Foreign Language ◽  
Quantitative Study ◽  
Language Immersion ◽  
Affective Variables ◽  
Foreign Language Immersion ◽  
Educación Primaria

La inmersión lingüística ha cobrado mucha importancia durante las últimas décadas, ya que muchos estudiantes de todo el mundo se han beneficiado de esta experiencia tan motivadora. Por tanto, el objetivo principal de este estudio es determinar si una semana de inmersión en inglés tiene una influencia positiva en los niveles de motivación extrínseca e intrínseca, ansiedad en LE y los yoes en LE (Deci Ryan 2000, Dörnyei, 2005, Horwitz, Horwitz Cope 1991). Nuestros participantes son estudiantes de educación primaria (M: 11,5) que participaron en dicho programa. Estos cumplimentaron un cuestionario cuantitativo al llegar (test) y antes de terminar la semana (retest). Con el fin de comparar los resultados obtenidos en ambos momentos se utilizaron análisis ANOVA de un factor. Los resultados indicaron que después de la experiencia, la motivación aumenta, mientras que la ansiedad disminuye y la presencia de los yoes en los participantes se debilita.

scholarly journals Investigating the Correlation Among Chinese EFL Teachers' Self-efficacy, Work Engagement, and Reflection

2021 ◽  
Vol 12 ◽  
Author(s):  
Yawen Han ◽  
Yongliang Wang
Keyword(s):  
Foreign Language ◽  
Work Engagement ◽  
Self Efficacy ◽  
English Language ◽  
Teacher Education Programs ◽  
Pedagogical Issues ◽  
Efl Teachers ◽  
Affective Variables ◽  
Time And Energy ◽  
Do So

As the forerunners of education, teachers and their psycho-affective variables have been the focus of numerous studies in the past decades. To add to this line of inquiry, the present study aimed to scrutinize the correlation among English as a foreign language (EFL) teachers' self-efficacy, work engagement, and reflection in the context of China. To do so, three previously validated questionnaires related to each of the variables were distributed among Chinese EFL teachers with various experiences and academic degrees, and a sample of 614 completed the questionnaires. The results of Pearson's Product-moment correlation revealed that the participants' self-efficacy, work engagement, and reflection were positively correlated. Moreover, the results of regression analysis and ANOVA demonstrated that Chinese EFL teachers' self-efficacy and work engagement significantly predicted their reflection. The findings have viable takeaways for EFL teachers and teacher education programs in that they can invest more time and energy in promoting psychological factors in teaching the English language along with pedagogical issues.

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