Affective Variables and Motivation as Predictors of Proficiency in English as a Foreign Language

Autor/inn/en	Cocca, Michaela; Cocca, Armando
Titel	Affective Variables and Motivation as Predictors of Proficiency in English as a Foreign Language
Quelle	In: Journal on Efficiency and Responsibility in Education and Science, 12 (2019) 3, S.75-83 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2336-2375
Schlagwörter	Student Motivation; Predictor Variables; Language Proficiency; English (Second Language); Student Attitudes; Native Speakers; Educational Quality; Undergraduate Students; Foreign Countries; English Instruction; Student Centered Learning; Cultural Awareness; Mexico + Suchen Sie Ihr Suchwort? Schulische Motivation; Prädiktor; Language skill; Language skills; Sprachkompetenz; English as second language; English; Second Language; Englisch als Zweitsprache; Schülerverhalten; Muttersprachler; Quality of education; Bildungsqualität; Ausland; English langauage lessons; Englischunterricht; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Cultural identity; Kulturelle Identität; Mexiko
Abstract	English has become a key subject of educational systems worldwide. Thus, researchers have centered their attention on psychosocial processes that influence English proficiency in EFL settings. The aim of our study was to investigate the relation between affective variables, motivation and proficiency and assess which attitudinal/motivational domains can better predict English proficiency. Mini AMTB and English Proficiency test were employed to a sample of 354 university students. Our findings showed that students' achievement was significantly associated with their motivational intensity, their attitude towards learning English and their desire to learn it, as well as with their opinion of English native speakers and their perception of the quality of the English course. Secondly, instrumental orientation, motivational intensity, attitude towards learning English, and students' perception of the quality of the English course were found to be the predictors of achievement. Thus, creating a culturally enriching in-class environment based on student-centered strategies could impact on pupils' proficiency more than teachers' teaching abilities and in-class attitude. (As Provided).
Anmerkungen	Czech University of Life Sciences Prague. Czech University of Life Sciences Prague, Kamýcká 129, Prague 6 - Suchdol 165 00, Czech Republic. e-mail: editor@eriesjournal.com; Web site: https://www.eriesjournal.com/index.php/eries
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01