Low- and high-proficiency EFL learners differ significantly in self-efficacy, intrinsic goal orientation, and test anxiety¶

Claim · All claims
Evidence · 1 study · associational r1 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The L group scored significantly lower than the H group on self-efficacy (t(95) = -2.84) and intrinsic goal orientation (t(95) = -2.69), and significantly higher on test anxiety (t(95) = 2.48). → Fukuda 2018 q2 i? Extrinsic goal orientation and control of learning beliefs showed no significant differences between the proficiency groups. → Fukuda 2018

Evidence¶

Fukuda 2018¶

Fukuda, A. (2018). The Japanese EFL Learners' Self-Regulated Language Learning and Proficiency. Journal of Pan-Pacific Association of Applied Linguistics, 22(1), 65-87. https://doi.org/10.25256/PAAL.22.1.4

q2 · i? · associational · r1

Independent-samples t-tests comparing 67 lower-proficiency (L) and 30 higher-proficiency (H) Japanese EFL students, grouped by TOEIC placement levels, on MSLQ motivational factors. The study reports "significant differences between the L and H groups" for SE, IGO, and TANX; EGO and CLB were non-significant.

"SE (t (95) = -2.84, p < .01), IGO (t (95) = -2.69, p < .01), and TANX (t (95) = 2.48, p < .05) displayed significant differences between the L and H groups."

Discussion¶

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
• High-proficiency EFL learners use more metacognitive strategies, effort regulation, and coping with problems than low-proficiency learners — related
• Motivational SRL factors correlate with but do not directly predict Japanese EFL learners' proficiency — related
• Gender effects on self-regulated learning are mediated by culture, discipline, and age, with mixed direction across samples — related
• Connectivism-based training produced higher academic self-efficacy and task value than CLT in an EFL experiment — related
• Metacognitive strategies, effort regulation, and coping with problems significantly predict Japanese EFL learners' proficiency — related
• Anxiety in foreign language classroom learning experiences is linked with oral performance among Japanese EFL learners — related
• Language proficiency, beliefs, feedback literacy and learning objectives moderate students' engagement with and uptake of WCF — related
• Self-efficacy predicts cluster membership, with the article concluding self-efficacy may play a foundational role in the cluster difference — related
• Intrinsically motivated students form reflective-iterative metacognitive co-occurrence networks, but overall ENA centroid positions do not differ significantly between motivational groups — related
• Pre-actional metacognitive, motivational, and positive-emotional components are positively associated with regulatory behavior in the actional phase, while anger and anxiety are negatively associated — related
• At semester end, intrinsic motivation was positively correlated and programming anxiety negatively correlated with programming performance — related
• The SRL and SAL perspectives on student motivation and learning differ, and the article discusses those differences — related
• Self-efficacy positively and test anxiety negatively predicted classroom grades, while test anxiety positively predicted cognitive strategy use but negatively predicted regulatory strategy use — related
• Learning patterns are associated with personal factors (personality, motivation, beliefs, prior education, age, gender); their associations with personality are weak to moderate, indicating learning patterns are not stable traits — a broader claim this one bears on
• Goal orientations moderate self-efficacy perceptions in ways not originally predicted by self-efficacy theory — related
• Self-reports of achievement goal orientations diverge markedly from traced goal orientations, which predict reading achievement while self-reports do not — related
• Language proficiency significantly moderates the effect of learning motivation on oral proficiency improvement — related