Self-Efficacy as a Generative Mechanism for Future Self-Guides and Feedback-Seeking Behavior in Language Learning
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| Title: | Self-Efficacy as a Generative Mechanism for Future Self-Guides and Feedback-Seeking Behavior in Language Learning |
|---|---|
| Authors: | N/A |
| Committee Members: | Bondarenko, Anna Vitalyevna (author); Papi, Mostafa (professor directing dissertation); Maner, Jon K. (university representative); Hiver, Philip V. (committee member); Jakubowski, Elizabeth M. (committee member); Florida State University (degree granting institution); College of Education (degree granting college); School of Teacher Education (degree granting department) |
| Summary: | Second language (L2) researchers have investigated the role of language learners’ motivation in relation to the learners’ L2 self-guides (e.g., Dörnyei, 2009; Papi, Bondarenko, Mansouri, Feng, Jiang, 2019a) and their feedback-seeking behavior (FSB) (e.g., Papi, Bondarenko, Wawire, Jiang, & Feng, 2020; Papi, Rios, Pelt, & Ozdemir, 2019b).Although these studies have contributed to our understanding of L2 learners’ motivation, the role of perceived self-efficacy (i.e., individuals’ beliefs in their ability to perform well), a prominent psychological construct in the field of social and educational psychology, has not been explored sufficiently in the context of language learning motivation. Dörnyei (2009) has argued that for individuals to energize behavior toward achieving their ideal future images, their expectations must be realistic and substantiated, which suggests the importance of the learners’ self-efficacy beliefs. Perceived self-efficacy can contribute to the development of learners’ future self-guides and determine their choice of feedback-seeking strategies toward successful foreign/second language acquisition. This mixed-methods study employed a 2 × 2 Model of L2 Self-Guides (Papi et al., 2019a) to investigate the role of perceived self-efficacy (Bandura, 1997) in generating learners’ L2 self-guides and determining their FSB (Papi et al., 2019b) in language learning. The present study used a sequential explanatory design that first involved collecting and analyzing quantitative data in the form of Spanish learners’ questionnaire responses, with a subsequent collection and analysis of qualitative data which comprised the participants’ interview responses. The primary focus of this study is the quantitative analysis of the results, followed by the qualitative data analysis which aims to provide a more detailed account of the participants’ survey responses. First, a questionnaire examining the individuals’ speaking and listening self-efficacy (SLSE) beliefs, L2 self-guides, and FSB was developed, piloted, and then administered to foreign language learners (N = 341) enrolled in Spanish language classes at a major public university in the United States. Second, semi-structured formal interviews with the selected Spanish language learners (N = 12) were conducted. The results of the quantitative (questionnaire) and qualitative (interview) analyses showed that a high sense of perceived self-efficacy generated learners’ Ideal/Own and Ideal/Other self-guides and positively predicted learners’ monitoring (i.e., observing environment for feedback) and inquiry (i.e., directly asking for feedback from teachers and others) strategies. Whereas both the learners’ Ideal/Own and Ideal/Other self-guides positively predicted Feedback Monitoring and Feedback Inquiry/Other, only the ideal own self-guide emerged as positive and significant predictor of Feedback Inquiry/Teacher. The individuals’ ought self-guides (i.e., Ought Self/Own & Ought Self/Other) did not result in learners’ FSB. Furthermore, the relationship between learners’ SLSE and FSB was partially mediated by their ideal self-guides, but not by the individuals’ ought self-guides. Both the Ideal/Own and Ideal/Other self-guides emerged as partial mediators in the relationship between learners’ SLSE and their Feedback Monitoring, and Feedback Inquiry/Other strategies. Only Ideal Self/Own, however, emerged as a partial mediator of the relationship between the learners’ SLSE and their Feedback Inquiry/Teacher strategy. Finally, in this study, the individuals’ SLSE weakly predicted learners’ Ought/Own and Ought/Other self-guides. The results of this study showed that not only did the learners with strong beliefs of personal efficacy pursue their future ideal and ought self-guides in learning Spanish, but they also utilized all three feedback-seeking strategies to improve their speaking and listening abilities in the target language. The findings further our understanding of the individuals’ perceived self-efficacy as the motivational antecedent underlying learners’ L2 self-guides and FSB in the language learning context and offer valuable insights into L2 pedagogy. |
| Database: | OpenDissertations |
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| Header | DbId: ddu DbLabel: OpenDissertations An: ddu.oai.diginole.lib.fsu.edu.fsu_776809 AccessLevel: 6 PubType: Dissertation/ Thesis PubTypeId: dissertation PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Self-Efficacy as a Generative Mechanism for Future Self-Guides and Feedback-Seeking Behavior in Language Learning – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22N%2FA%22">N/A</searchLink> – Name: Author Label: Committee Members Group: Au Data: <searchLink fieldCode="CO" term="%22Bondarenko%2C+Anna+Vitalyevna+%28author%29%22">Bondarenko, Anna Vitalyevna (author)</searchLink>; <searchLink fieldCode="CO" term="%22Papi%2C+Mostafa+%28professor+directing+dissertation%29%22">Papi, Mostafa (professor directing dissertation)</searchLink>; <searchLink fieldCode="CO" term="%22Maner%2C+Jon+K%2E+%28university+representative%29%22">Maner, Jon K. (university representative)</searchLink>; <searchLink fieldCode="CO" term="%22Hiver%2C+Philip+V%2E+%28committee+member%29%22">Hiver, Philip V. (committee member)</searchLink>; <searchLink fieldCode="CO" term="%22Jakubowski%2C+Elizabeth+M%2E+%28committee+member%29%22">Jakubowski, Elizabeth M. (committee member)</searchLink>; <searchLink fieldCode="CO" term="%22Florida+State+University+%28degree+granting+institution%29%22">Florida State University (degree granting institution)</searchLink>; <searchLink fieldCode="CO" term="%22College+of+Education+%28degree+granting+college%29%22">College of Education (degree granting college)</searchLink>; <searchLink fieldCode="CO" term="%22School+of+Teacher+Education+%28degree+granting+department%29%22">School of Teacher Education (degree granting department)</searchLink> – Name: Abstract Label: Summary Group: Ab Data: Second language (L2) researchers have investigated the role of language learners’ motivation in relation to the learners’ L2 self-guides (e.g., Dörnyei, 2009; Papi, Bondarenko, Mansouri, Feng, Jiang, 2019a) and their feedback-seeking behavior (FSB) (e.g., Papi, Bondarenko, Wawire, Jiang, & Feng, 2020; Papi, Rios, Pelt, & Ozdemir, 2019b).Although these studies have contributed to our understanding of L2 learners’ motivation, the role of perceived self-efficacy (i.e., individuals’ beliefs in their ability to perform well), a prominent psychological construct in the field of social and educational psychology, has not been explored sufficiently in the context of language learning motivation. Dörnyei (2009) has argued that for individuals to energize behavior toward achieving their ideal future images, their expectations must be realistic and substantiated, which suggests the importance of the learners’ self-efficacy beliefs. Perceived self-efficacy can contribute to the development of learners’ future self-guides and determine their choice of feedback-seeking strategies toward successful foreign/second language acquisition. This mixed-methods study employed a 2 × 2 Model of L2 Self-Guides (Papi et al., 2019a) to investigate the role of perceived self-efficacy (Bandura, 1997) in generating learners’ L2 self-guides and determining their FSB (Papi et al., 2019b) in language learning. The present study used a sequential explanatory design that first involved collecting and analyzing quantitative data in the form of Spanish learners’ questionnaire responses, with a subsequent collection and analysis of qualitative data which comprised the participants’ interview responses. The primary focus of this study is the quantitative analysis of the results, followed by the qualitative data analysis which aims to provide a more detailed account of the participants’ survey responses. First, a questionnaire examining the individuals’ speaking and listening self-efficacy (SLSE) beliefs, L2 self-guides, and FSB was developed, piloted, and then administered to foreign language learners (N = 341) enrolled in Spanish language classes at a major public university in the United States. Second, semi-structured formal interviews with the selected Spanish language learners (N = 12) were conducted. The results of the quantitative (questionnaire) and qualitative (interview) analyses showed that a high sense of perceived self-efficacy generated learners’ Ideal/Own and Ideal/Other self-guides and positively predicted learners’ monitoring (i.e., observing environment for feedback) and inquiry (i.e., directly asking for feedback from teachers and others) strategies. Whereas both the learners’ Ideal/Own and Ideal/Other self-guides positively predicted Feedback Monitoring and Feedback Inquiry/Other, only the ideal own self-guide emerged as positive and significant predictor of Feedback Inquiry/Teacher. The individuals’ ought self-guides (i.e., Ought Self/Own & Ought Self/Other) did not result in learners’ FSB. Furthermore, the relationship between learners’ SLSE and FSB was partially mediated by their ideal self-guides, but not by the individuals’ ought self-guides. Both the Ideal/Own and Ideal/Other self-guides emerged as partial mediators in the relationship between learners’ SLSE and their Feedback Monitoring, and Feedback Inquiry/Other strategies. Only Ideal Self/Own, however, emerged as a partial mediator of the relationship between the learners’ SLSE and their Feedback Inquiry/Teacher strategy. Finally, in this study, the individuals’ SLSE weakly predicted learners’ Ought/Own and Ought/Other self-guides. The results of this study showed that not only did the learners with strong beliefs of personal efficacy pursue their future ideal and ought self-guides in learning Spanish, but they also utilized all three feedback-seeking strategies to improve their speaking and listening abilities in the target language. The findings further our understanding of the individuals’ perceived self-efficacy as the motivational antecedent underlying learners’ L2 self-guides and FSB in the language learning context and offer valuable insights into L2 pedagogy. |
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| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English Subjects: – SubjectFull: Social psychology Type: general – SubjectFull: Language and languages Type: general Titles: – TitleFull: Self-Efficacy as a Generative Mechanism for Future Self-Guides and Feedback-Seeking Behavior in Language Learning Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: N/A IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2020 |
| ResultId | 1 |
