Is There an "Expectancy × Value" Effect? Investigating the Impact of Self-Efficacy and Learning Motives on Chinese Undergraduates' Use of Deep Language Learning Strategies

Autor/inn/en	Zhan, Ying; Jiang, Yushan; Wan, Zhi Hong; Guo, Jin Jun
Titel	Is There an "Expectancy × Value" Effect? Investigating the Impact of Self-Efficacy and Learning Motives on Chinese Undergraduates' Use of Deep Language Learning Strategies
Quelle	In: Asia-Pacific Education Researcher, 30 (2021) 1, S.83-94 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zhan, Ying)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0119-5646
DOI	10.1007/s40299-020-00516-y
Schlagwörter	Undergraduate Students; Learning Strategies; Learning Theories; Second Language Learning; Second Language Instruction; English (Second Language); Student Attitudes; Language Usage; Self Efficacy; Foreign Countries; Learning Motivation; China + Suchen Sie Ihr Suchwort? Learning methode; Learning techniques; Lernmethode; Lernstrategie; Learning theory; Lerntheorie; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Schülerverhalten; Sprachgebrauch; Self-efficacy; Selbstwirksamkeit; Ausland; Motivation for studies; Lernmotivation
Abstract	Drawing from Expectancy-Value Theory, this study explored the extent to which the interaction between learning motives for and self-efficacy in learning English as a foreign language (EFL) predicted deep language learning strategies by involving 693 undergraduates from mainland China in a survey. Stepwise multiple regression indicated that (i) as for the impact on language use strategies, the interaction was significant between self-efficacy and instrumental motives while it was insignificant between self-efficacy and intrinsic motives; (ii) as for the impact on language learning management strategies, the interactions between self-efficacy and two motives were both significant. This study develops existing language learning theories through (i) generating evidence to support the existence of the "Expectancy × Value" interaction in the context of learning EFL, and (ii) revealing the motive-specific and strategy-specific features of the interaction when deep language learning strategies are under investigation. Implications for enhancing students' deep language learning strategies are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01