The Relationships among L2 Motivational Self System, Self-Regulatory Capacity, and Classroom Learning Behavior
2
조회
0
다운로드
4
인용
0
참고문헌
키워드
초록
Despite the important role of motivation in influencing self-regulated learning, the relationship between motivation and self-regulation has been neglected in L2 learning research. With attempt to fill this research gap, the present study aims to examine how L2 motivation is related to self-regulatory capacity and how these two individual difference constructs are associated with the actual classroom learning behavior. Fifty-eight Korean undergraduate students with a low level English proficiency completed a) a motivation and self-regulatory capacity questionnaire measuring three components of learners’ L2 motivational self system and five facets of their self-regulatory capacity, and b) a self-evaluation sheet assessing their classroom learning behavior in terms of alertness, participation, and volunteering. The results of correlation analyses showed that although all three motivational variables were significantly related to self-regulatory capacity, the L2 learning experience had the closest association with all five facets of selfregulation. The L2 learning experience was also found to have a significant correlation with all three measures of classroom learning behavior. Regarding the relationship between self-regulation and learning behavior, the results revealed that all five facets of selfregulatory capacity strongly correlated with all three behavioral outcomes. The study underlined the potential roles of English learning experience in influencing self-regulation and actual classroom learning involvement.
Abstract
Despite the important role of motivation in influencing self-regulated learning, the relationship between motivation and self-regulation has been neglected in L2 learning research. With attempt to fill this research gap, the present study aims to examine how L2 motivation is related to self-regulatory capacity and how these two individual difference constructs are associated with the actual classroom learning behavior. Fifty-eight Korean undergraduate students with a low level English proficiency completed a) a motivation and self-regulatory capacity questionnaire measuring three components of learners’ L2 motivational self system and five facets of their self-regulatory capacity, and b) a self-evaluation sheet assessing their classroom learning behavior in terms of alertness, participation, and volunteering. The results of correlation analyses showed that although all three motivational variables were significantly related to self-regulatory capacity, the L2 learning experience had the closest association with all five facets of selfregulation. The L2 learning experience was also found to have a significant correlation with all three measures of classroom learning behavior. Regarding the relationship between self-regulation and learning behavior, the results revealed that all five facets of selfregulatory capacity strongly correlated with all three behavioral outcomes. The study underlined the potential roles of English learning experience in influencing self-regulation and actual classroom learning involvement.
참고문헌 (28)
- Cleary, T. J., "Self-regulation, motivation, and math achievement in middle school : Variations across grade level and math context", Journal of School Psychology, 47, pp.291~314 (2009)
- Corno, L., "The role of volition in learning and performance", Review of Research in Education, 19, pp.301~341 (1993)
- Csizér, K., "Motivation, language identity and the L2 self", pp.98~119 (2009), Multilingual Matters
- Csizér, K., "The comparative analysis of motivation, attitudes and selves : The case of English and German in Hungary", System, 38, pp.1~3 (2010)
- Dörnyei, Z., "New themes and approaches in second language motivation research", Annual Review of Applied Linguistics, 21, pp.43~61 (2001)
- Dörnyei, Z., "They psychology of the language learner: Individual differences in second language acquisition" (2005), Lawrence Erlbaum
- Dörnyei, Z., "Motivation, language identity and the L2 self", pp.9~42 (2009), Multilingual Matters
- Guilloteaux, M. J., "Motivating language learners : A classroom-oriented investigation of the effects of motivational strategies on student motivation", TESOL Quarterly, 42(1), pp.55~77 (2008)
- Kormos, J., "The interaction of motivation, self-regulatory strategies, and autonomous learning behavior in different learner groups", TESOL Quarterly, 48(2), pp.275~299 (2014)
- Kuhl, J., "Motivation, Intention, and Volition" (1987), Springer
- Labuhn, A. S., "Enhancing students’self-regulation and mathematics performance : The influence of feedback and self-evaluative standards", Metacognition and Learning, 5(2), pp.173~194 (2010)
- Mizumoto, A., "Adaptation and validation of self-regulating capacity in vocabulary learning scale", Applied Linguistics, 33(1), pp.83~91 (2012)
- Moskovsky, C., "The effects of teachers’motivational strategies on learners’ motivation : A controlled investigation of second language acquisition", Language Learning, 63(1), pp.34~62 (2013)
- Ning, H. K., "The reciprocal relationship between motivation and self-regulation : A longitudinal study on academic performance", Learning and Individual Differences, 20, pp.682~686 (2010)
- Ning, H. K., "Influence of student learning experience on academic performance : the mediator and moderator effects of self-regulation and motivation", British Educational Research Journal, 38(2), pp.219~237 (2012)
- Papi, M., "The L2 motivational self system, L2 anxiety, motivated behavior : A structural equation modeling approach", System, 38, pp.467~479 (2010)
- Papi, M., "Teacher motivational practice, student motivation, and possible L2 selves : An examination in the Iranian EFL context", Language Learning, 62(2), pp.571~594 (2012)
- Papi, M., "Language learner motivational types : A cluster analysis study", Language Learning, 64(3), pp.493~525 (2014)
- Pintrich, P. R., "A conceptual framework for assessing motivation and self-reglated learning in college students", Educational psychology Review, 16(4), pp.385~407 (2004)
- Pintrich, P. R., "Motivational and self-regulated learning components of classroom academic performance", Journal of Educational Psychology, 82(1), pp.33~40 (1990)
- Taguchi, T., "Motivation, language identity and the L2 self", pp.66~97 (2009), Multilingual Matters
- Tseng, W-T., "Toward a model of motivated vocabulary learning : A structural equation modeling approach", Language Learning, 58(2), pp.357~400 (2008)
- Tseng, W-T., "A new approach to assessing strategic learning : The case of self-regulation in vocabulary acquisition", Applied Linguistics, 27(1), pp.78~102 (2006)
- Ushioda, E., "Learner autonomy in the foreign language classroom: teacher, learner, curriculum and assessment", pp.90~102 (2003), Authentik
- Ushioda, E., "Learner autonomy 8: Insider perspectives on autonomy in language learning and teaching", pp.5~24 (2006), Authentik
- Ziegler, N. A., "Fostering self-regulated learning through the European language portfolio : An embedded mixed methods study", The Modern Language Journal, 98(4), pp.921~936 (2014)
- Zimmerman, B. J., "Self-regulated learning and academic achievement: Theoretical perspectives", pp.1~38 (2001), New Jersey Erlbaum
- Zimmerman, B. J., "Investigating self-regulation and motivation : historical background, methodological developments and future prospects", American Educational Research Journal, 45(1), pp.166~183 (2008)