| Popis: |
It has been long acknowledged that learners’ individual characteristics play decisive roles in shaping the learning process (Dornyei & Ryan, 2015). Still, there are relatively few studies tapping into the roles of various individual difference (ID) variables in concert. Hence, the aim of the present study was to explore the relationships of secondary school students’ ID variables, namely, language learning autonomy, motivation, emotions, and self-efficacy. In order to fulfill this aim, self-reported questionnaire data were collected from secondary school students in Budapest, Hungary. In the present investigation, two different data sets were analyzed and compared. In each study both learner-based and technology-based autonomy (Benson, 2011) and a number of motivational variables including contact with the English language, emotions and self-efficacy beliefs were measured. As sample sizes were small (N = 53 for both datasets), correlational analyses were employed to map the interrelationships among the scales. Our results indicate a higher number of strong correlations among the scales. For example, both learner-based and technology-based autonomy are strongly related to the amount of effort students invest in language learning, their selves, their self-efficacy beliefs, cultural interests, as well as a number of positive emotions pertaining to classroom learning. Based on our results, we conclude that the individual investigation of these variables in the future cannot be justified. |
