Examining the Effect of L2 Motivational Factors on the Development of L2 Achievement: Using Multilevel Latent Growth Curve Model

Autor/in	Oh, Young Kyo
Titel	Examining the Effect of L2 Motivational Factors on the Development of L2 Achievement: Using Multilevel Latent Growth Curve Model
Quelle	In: Asia Pacific Education Review, 24 (2023) 1, S.113-127 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Oh, Young Kyo)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1598-1037
DOI	10.1007/s12564-021-09737-2
Schlagwörter	Second Language Learning; Second Language Instruction; Learning Motivation; Scores; Language Tests; Foreign Countries; Middle School Students; Longitudinal Studies; Individual Characteristics; Learner Engagement; Family Characteristics; Language Processing; Self Efficacy; Socioeconomic Status; Institutional Characteristics; Teaching Methods; South Korea + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Motivation for studies; Lernmotivation; Language test; Sprachtest; Ausland; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Sprachverarbeitung; Self-efficacy; Selbstwirksamkeit; Socio-economic status; Sozioökonomischer Status; Teaching method; Lehrmethode; Unterrichtsmethode; Korea; Republik
Abstract	Using Gyeonggi Educational Panel Study data on 4051 Korean students (N = 4051; 1967 female, 2084 male) from 63 middle schools, this longitudinal study investigated the growth trajectory for second/foreign language (L2) achievement and associations with various L2 motivational factors by using a multilevel latent growth curve model in M"plus" 8.4. Because of the hierarchal data structure, the predictive factors were sorted into three student-level subcategories: individual characteristics; L2 classroom engagement components; and family background. At the school level, school SES and teacher efficacy were specified. Results indicate that global and L2 self-efficacy affected the high initial scores; however, no effect was observed on the growth rate. Unexpectedly, L2 interest was found to have no effects, which suggested a possible engagement mediation effect. Finally, of the L2 classroom engagement factors, L2 class comprehension was found to have a strong explanatory power for the initial L2 achievement scores, but exhibited no impact on the growth rate. These findings have second language acquisition implications for practice and interventions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01