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Second Language Learners’ Self-efficacy and English Achievement: the Mediating Role of Integrative Motivation

第二語言學習者的自我效能與英語學習成就:整合型動機的中介作用

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Abstract

In studying second language (L2) learners’ motivation, much research has focused on belief in one’s ability to succeed at achieving language proficiency. However, only limited research has examined whether learners’ L2 self-efficacy is related to integrative motivation, or whether it is related to English achievement in a foreign language context. In this study, we investigated whether integrative motivation mediates the relationship between self-efficacy and English achievement, employing data from 102 eighth-grade adolescent learners in Korea. In a mediation model, with the relations among self-efficacy and integrative motivation variables examined simultaneously, there was definitive evidence that self-efficacy directly influenced English achievement. Adolescent L2 learners’ self-efficacy influenced English achievement indirectly through its effect on integrative motivation. Adolescents with higher self-efficacy reported more integrative motivation, and greater integrative motivation was associated with higher English achievement. The findings suggest that an L2 learner’s integrative motivation plays a prominent role in the relationship between self-efficacy beliefs and English achievement in a foreign language classroom.

摘要

在研究第二語言(L2)學習者的動機時, 許多研究都聚焦在關於語言能力自我信念的議題。然而, 少有研究探討外語學習者的自我效能是否與整 合型動機有關, 或者是否與外語學習成就有關。本研究採用了韓國102名八年級青少年的數據, 探討了綜合動機是否在自我效能和英語成就之間 產生中介效應。在中介模型中, 自我效能和整合型動機這兩個變量同時被檢驗, 有明確的證據顯示自我效能直接影響了英語成就, 且青少年第 二語言學習者的自我效能藉由對整合型動機的影響間接地影響英語成就。自我效能感較高的青少年能有更多的整合型動機, 而更大的整合型動 機與更高的英語成就亦存在著顯著相關。研究結果顯示, 在外語的課堂中, 第二語言學習者的整合型動機在自我效能信念與英語成就間扮演了 顯著的角色。

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  1. Department of Teaching and Learning, The Ohio State University, 1945 North High Street, Columbus, OH 43210-1120, USA

    Se Hyun Kim

  2. Department of English Language Education, Korea University, 145 Anam-ro, Seongbuk-gu, Seoul, 02841, Republic of Korea

    Hye Won Shin

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Kim, S.H., Shin, H.W. Second Language Learners’ Self-efficacy and English Achievement: the Mediating Role of Integrative Motivation. English Teaching & Learning 45, 325–338 (2021). https://doi.org/10.1007/s42321-021-00083-5

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