Examining the effects of differential instructional methods on the model of foreign language achievement

Title
Examining the effects of differential instructional methods on the model of foreign language achievement
Author(s)
배태일신상근[신상근]
Keywords
SELF-DETERMINATION THEORY; EXTRINSIC MOTIVATION; INTRINSIC MOTIVATION; STUDENT MOTIVATION; ORIENTATIONS; 2ND-LANGUAGE; PERCEPTIONS; CLASSROOM; LEARNERS; ENGLISH
Issue Date
201104
Publisher
ELSEVIER SCIENCE BV
Citation
LEARNING AND INDIVIDUAL DIFFERENCES, v.21, no.2, pp.215 - 222
Abstract
The purpose of the present study was to examine the effects of differential instructional methods on the relationships between intrinsic and extrinsic motivations (IM and EM, respectively), self-confidence, motivation, and English as a foreign language (EFL) achievement fort sample of Korean university students and their teachers. To this end, two instructional groups, communicative and conventional, were selected based on the agreed judgment of both the teachers and their students. The study results showed that EM was related to EFL achievement through motivation regardless of the teachers' communicative orientations, whereas IM showed a relation to EFL achievement through motivation and self-confidence only in a classroom promoting communicative approach of language teaching. These results provided empirical evidence for the effects of differential instructional methods moderated on the structural relationships between SDT variables, self-confidence, motivation, and EFL achievement. The implications of these findings in relation to the EFL classroom are also presented. (C) 2010 Elsevier Inc. All rights reserved.
URI
http://hdl.handle.net/YU.REPOSITORY/25389http://dx.doi.org/10.1016/j.lindif.2010.11.023
ISSN
1041-6080
Appears in Collections:
사범대학 > 영어교육과 > Articles
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