A Structural Equation Model for L2 Motivation, Self-Regulation, Family Influence, and Language Learning Achievement
| Autor: | Shih,Huei-Ju, 石惠如 |
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| Rok vydání: | 2019 |
| Druh dokumentu: | 學位論文 ; thesis |
| Popis: | 107 This study aims to explore the causal relationships among L2 motivation, self-regulation, and family influence in language learning achievement. To achieve this research goal, this study constructs and tests a hypothesized learning model that assumes causality. The structural model of this study is based on the social cognitive theory (Bandura & Walters, 1963), supplemented by the L2 motivational self system (Dörnyei, 2005, 2009). This research model contains eight latent variables, including: family influence, ideal L2 self, ought-to L2, L2 learning experience, self-efficacy, self-regulatory capacity, intended effort and L2 achievement. The assessment tools used in this study include a questionnaire scale and a test paper. A structural equation modeling analysis includes a measurement model and a structural model. The measurement model identifies the indicator variables and tests if a conceptual, grounded theory can be accounted for by the represented indicators. The structural model is used to test the causal relationship of the variables in the structural hypotheses. The results of the measurement model in the pilot study show the goodness-of fit of the questionnaire and the test paper. The reliability and validity are supported, showing that the two tools can respond appropriately to the facet to be explored. Since the fit of the test mode scale is good, the basis of the structural model is laid. In the main study, a total of 569 high school students participate in the data collection. After 100 minutes of data collection procedures, two assessment tools are implemented: a questionnaire scale and the English test paper. The results of the structural model show that family influence, L2 motivation, self-efficacy and self-regulatory capacity play significant roles in foreign language learning. In terms of motivation, family influence has the greatest impact on learners' L2 motivation. Moreover, learner's ideal L2 self and L2 learning experience can help to improve their self-efficacy, but the ought-to L2 self reduces self-efficacy. In terms of L2 academic achievement, self-efficacy has the greatest impact, followed by family influence or parental expectations. The learners’ ideal L2 self comes the third. The findings of this study bring important implications. First, teachers can use role-playing tasks to help learners shape their ideal L2 self and ought-to L2 self, so that they can clearly understand their future image in order to perform their duties or obligations. Second, the model presented in this study helps to understand the inner selves of foreign language learners. Through this model, educators can understand how these factors affect language learning. The manifestation of causal relationships between variables helps to understand which factors to put into the effort and bring the greatest results. This model can also be applied to other disciplines. |
| Databáze: | Networked Digital Library of Theses & Dissertations |
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