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"What Makes You Study a Foreign Lang...

Kim, Juhee.

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"What Makes You Study a Foreign Language?" College Students' Motivational Reasons for Learning English in China.

Record Type:	Electronic resources : Monograph/item
Title/Author:	"What Makes You Study a Foreign Language?" College Students' Motivational Reasons for Learning English in China./
Author:	Kim, Juhee.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	68 p.
Notes:	Source: Masters Abstracts International, Volume: 82-02.
Contained By:	Masters Abstracts International82-02.
Subject:	Educational psychology. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27744602
ISBN:	9798662465923

"What Makes You Study a Foreign Language?" College Students' Motivational Reasons for Learning English in China.
Kim, Juhee.

"What Makes You Study a Foreign Language?" College Students' Motivational Reasons for Learning English in China. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 68 p.

Source: Masters Abstracts International, Volume: 82-02.

Thesis (M.S.)--The Florida State University, 2020.

This item must not be sold to any third party vendors.

This study focuses on exploring Chinese English-major students' motivational reasons for studying English (e.g., because of interest/enjoyment, pressure from others, or future career goals). To discover students' motivational reasons for studying English, I used self-determination theory (SDT) by Deci and Ryan (1985) as my theoretical framework. Based on the SDT framework, the results of the cluster analysis indicated five distinct motivational-reason groups for English majors: Ambiguous, Typical, Instrumental, Complex, and Mastery. In addition, the characteristics of students in each motivational-reason group were examined in terms of their achievement goals (i.e., mastery-approach goals, mastery-avoidance goals, performance-approach goals, and performance-avoidance goals), skill-specific foreign language anxieties (i.e., writing, reading, listening, and speaking anxieties), and general foreign language self-efficacy. Two sets of MANOVAs, with follow-up ANOVA-comparisons, were used to describe motivational-reason group-differences regarding achievement goals and foreign language anxieties. One ANOVA was used to determine group-differences regarding general foreign language self-efficacy. The results indicated significant differences across students in the five motivational-reason groups regarding their achievement goals, foreign language anxieties, and general foreign language self-efficacy. Further discussion about the results and educational implications is provided.

ISBN: 9798662465923Subjects--Topical Terms:

517650
Educational psychology.
Subjects--Index Terms:

Foreign language learning

"What Makes You Study a Foreign Language?" College Students' Motivational Reasons for Learning English in China.
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500 $a Source: Masters Abstracts International, Volume: 82-02.
500 $a Advisor: Turner, Jeannine E.
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520 $a This study focuses on exploring Chinese English-major students' motivational reasons for studying English (e.g., because of interest/enjoyment, pressure from others, or future career goals). To discover students' motivational reasons for studying English, I used self-determination theory (SDT) by Deci and Ryan (1985) as my theoretical framework. Based on the SDT framework, the results of the cluster analysis indicated five distinct motivational-reason groups for English majors: Ambiguous, Typical, Instrumental, Complex, and Mastery. In addition, the characteristics of students in each motivational-reason group were examined in terms of their achievement goals (i.e., mastery-approach goals, mastery-avoidance goals, performance-approach goals, and performance-avoidance goals), skill-specific foreign language anxieties (i.e., writing, reading, listening, and speaking anxieties), and general foreign language self-efficacy. Two sets of MANOVAs, with follow-up ANOVA-comparisons, were used to describe motivational-reason group-differences regarding achievement goals and foreign language anxieties. One ANOVA was used to determine group-differences regarding general foreign language self-efficacy. The results indicated significant differences across students in the five motivational-reason groups regarding their achievement goals, foreign language anxieties, and general foreign language self-efficacy. Further discussion about the results and educational implications is provided.
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