Irish Language Self-Efficacy Beliefs: Mediators of Performance and Resources

Autor/in	Barry, Shane
Titel	Irish Language Self-Efficacy Beliefs: Mediators of Performance and Resources
Quelle	In: Australian Journal of Applied Linguistics, 4 (2021) 3, S.103-118 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2209-0959
Schlagwörter	Irish; Self Efficacy; Second Language Learning; Metacognition; Time Management; Adults; Reading Tests; Comparative Analysis; Intervention; Feedback (Response); Language Minorities; Second Language Instruction; Foreign Countries; Language Tests; Multiple Choice Tests; Ireland + Suchen Sie Ihr Suchwort? Irisch; Self-efficacy; Selbstwirksamkeit; Zweitsprachenerwerb; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Zeitmanagement; Lesetest; Sprachminderheit; Fremdsprachenunterricht; Ausland; Language test; Sprachtest; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Irland
Abstract	Self-efficacy, the system of beliefs that individuals possess which enables them to exercise control and actions when faced with a specific task, is an essential component to language learning, as it has the potential to promote the self-regulatory capacity required for successful language acquisition and performance. One way in which self-efficacy mediates language learning is exhibited in how individuals dedicate resources such as effort and time to overcoming tasks. The aim of this study was to determine the influence of Irish language self-efficacy beliefs on performance and resources allocated by Irish adults (N=450) on an Irish language reading test. Over two testing phases, three groups were formed based on results in phase one: a control group; a group of high performers; and a group of low performers. Manipulated comparative feedback and false results produced highly significant effects on performance and resources allocated, with low performing participants receiving a positive intervention consisting of false inflated results, leading to improved performance and increased time dedicated to task completion. High performers who received a negative intervention consisting of falsely deflated results saw a significant decrease in performance and the time allocated post-manipulation. The control group also saw a decrease in average performance scores, making the low performing group's performance even more noteworthy. Overall, findings show that self-efficacy beliefs, though initially closely aligned with actual performance, can in fact be manipulated to influence performance outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01