Sociocultural factors, learner motivation, self-efficacy and perceptions of the classroom environment influence FLCA learning outcomes and oral performance¶

Claim · All claims
Evidence · 1 study · qualitative r2 · q1
Currency · newest study 2010 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on an ERIC document (a report, conference paper or thesis). It is kept because 3 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q1 i? The study's findings indicated that sociocultural factors, learner motivation, self-efficacy and learners' perceptions of their classroom learning environments influence learning outcomes and oral performance. → Andrew Leichsenring 2010

Evidence¶

Andrew Leichsenring 2010¶

Andrew Leichsenring. (2010). The experiences of anxiety of Japanese EFL learners: A case study. https://eric.ed.gov/?id=ED537603

q1 · i? · qualitative · r2

Findings from this qualitative case study of two Japanese EFL learners indicated that "sociocultural factors; learner motivation; self-efficacy; and the perceptions that learners have of their classroom learning environments" influenced outcomes and oral performance. No effect sizes are reported; the finding is interpretive.

"sociocultural factors; learner motivation; self-efficacy; and the perceptions that learners have of their classroom learning environments influence learning outcomes and oral performance in the classroom."

Discussion¶

Learner Variables¶

• Academic Anxiety — predictor: learners who differ on it differ in outcomes
• Self-Efficacy — predictor: learners who differ on it differ in outcomes

Related Claims¶

• L2 anxiety is negatively correlated with L2 achievement, with a mean correlation of r = −.36 across 216 effect sizes — the general claim this finding bears on, with the studies behind it
• Speaking practice opportunities and teacher support reduced classroom anxiety and increased self-efficacy for one learner — a narrower finding that bears on this claim
• Anxiety in foreign language classroom learning experiences is linked with oral performance among Japanese EFL learners — a narrower finding that bears on this claim
• Learners' task-specific self-efficacy beliefs predict whether they initiate, persist through, and recover from difficulty on academic tasks. — a broader claim this one bears on
• Strengthening the student-educator relationship can contribute positively to marginalised students' self-efficacy and sense of belonging in higher education — related
• Classroom environment is positively associated with students' self-reported motivation and other noncognitive factors within students — related
• Noncognitive factors have a direct positive relationship to students' school performance and future outcomes — related
• Higher initial self-efficacy increased the odds of students reporting that accomplishing the problems increased their self-efficacy — related
• Students' perceptions of interactions with their teacher lay the stage for future interactions and ultimately influence students' success in school — a narrower finding that bears on this claim
• AI reduces foreign language anxiety and strengthens self-efficacy and self-confidence, supporting the Affective Foundation Pathway — related