View in EDS

Linguistic Demands of Instructions: Effects on Students' Expectancy-Value Beliefs

Saved in:
Bibliographic Details
Title: Linguistic Demands of Instructions: Effects on Students' Expectancy-Value Beliefs
Language: English
Authors: Lina Wirth (ORCID 0000-0002-4290-1849), Timo Ehmke (ORCID 0000-0001-9572-2185), Jan Retelsdorf (ORCID 0000-0002-9892-9613), Poldi Kuhl (ORCID 0000-0001-8021-8840)
Source: Instructional Science: An International Journal of the Learning Sciences. 2026 54(2).
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 22
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Performance Factors, Language Role, Preservice Teachers, Statistics Education, Expectation, Beliefs, Values, Language Aptitude, Difficulty Level, Video Technology, Individual Differences, Academic Achievement
DOI: 10.1007/s11251-026-09799-y
ISSN: 0020-4277
1573-1952
Abstract: Language in educational contexts is characterized by complex and cognitively demanding features that can be challenging to use. Based on situated expectancy-value theory (SEVT), we assumed that these linguistic demands can lower students' expectancies of performing well and the intrinsic value they place on tasks. This is particularly true of students with lower language abilities. Consequently, they may be less motivated to actively engage in academic tasks, potentially leading to lower academic achievement. To test this assumption, we linguistically varied an instructional statistics video into three conditions (easy, moderate, and difficult) and randomly assigned a total of 123 pre-service teachers to each condition. We measured their expectancies of success and intrinsic task value halfway through the instructional video and conducted an achievement test after the instruction. Drawing on path analysis, our results showed that different linguistic conditions had no significant effect on the students' expectancy-value beliefs. However, we found a significant positive effect of language ability and a significant negative effect of the interaction between the linguistically difficult instruction and language ability on expectancies of success. Contrary to our expectations, this indicates that high linguistic difficulty is associated with lower expectancies of success among students with increasing language abilities. Nevertheless, this finding emphasizes the importance of considering the fit between contextual and individual features. However, it did not have an indirect effect on student achievement. The findings are further discussed, highlighting their implications for future research and delineating linguistic design in educational contexts.
Abstractor: As Provided
Entry Date: 20260101
Accession Number: EJ1511804
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1511804
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Linguistic Demands of Instructions: Effects on Students' Expectancy-Value Beliefs
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Lina+Wirth%22">Lina Wirth</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-4290-1849">0000-0002-4290-1849</externalLink>)<br /><searchLink fieldCode="AR" term="%22Timo+Ehmke%22">Timo Ehmke</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-9572-2185">0000-0001-9572-2185</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jan+Retelsdorf%22">Jan Retelsdorf</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-9892-9613">0000-0002-9892-9613</externalLink>)<br /><searchLink fieldCode="AR" term="%22Poldi+Kuhl%22">Poldi Kuhl</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-8021-8840">0000-0001-8021-8840</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Instructional+Science%3A+An+International+Journal+of+the+Learning+Sciences%22"><i>Instructional Science: An International Journal of the Learning Sciences</i></searchLink>. 2026 54(2).
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 22
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2026
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Performance+Factors%22">Performance Factors</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Role%22">Language Role</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Statistics+Education%22">Statistics Education</searchLink><br /><searchLink fieldCode="DE" term="%22Expectation%22">Expectation</searchLink><br /><searchLink fieldCode="DE" term="%22Beliefs%22">Beliefs</searchLink><br /><searchLink fieldCode="DE" term="%22Values%22">Values</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Aptitude%22">Language Aptitude</searchLink><br /><searchLink fieldCode="DE" term="%22Difficulty+Level%22">Difficulty Level</searchLink><br /><searchLink fieldCode="DE" term="%22Video+Technology%22">Video Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Individual+Differences%22">Individual Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1007/s11251-026-09799-y
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0020-4277<br />1573-1952
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Language in educational contexts is characterized by complex and cognitively demanding features that can be challenging to use. Based on situated expectancy-value theory (SEVT), we assumed that these linguistic demands can lower students' expectancies of performing well and the intrinsic value they place on tasks. This is particularly true of students with lower language abilities. Consequently, they may be less motivated to actively engage in academic tasks, potentially leading to lower academic achievement. To test this assumption, we linguistically varied an instructional statistics video into three conditions (easy, moderate, and difficult) and randomly assigned a total of 123 pre-service teachers to each condition. We measured their expectancies of success and intrinsic task value halfway through the instructional video and conducted an achievement test after the instruction. Drawing on path analysis, our results showed that different linguistic conditions had no significant effect on the students' expectancy-value beliefs. However, we found a significant positive effect of language ability and a significant negative effect of the interaction between the linguistically difficult instruction and language ability on expectancies of success. Contrary to our expectations, this indicates that high linguistic difficulty is associated with lower expectancies of success among students with increasing language abilities. Nevertheless, this finding emphasizes the importance of considering the fit between contextual and individual features. However, it did not have an indirect effect on student achievement. The findings are further discussed, highlighting their implications for future research and delineating linguistic design in educational contexts.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 20260101
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1511804
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1511804
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1007/s11251-026-09799-y
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 22
    Subjects:
      – SubjectFull: Performance Factors
        Type: general
      – SubjectFull: Language Role
        Type: general
      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Statistics Education
        Type: general
      – SubjectFull: Expectation
        Type: general
      – SubjectFull: Beliefs
        Type: general
      – SubjectFull: Values
        Type: general
      – SubjectFull: Language Aptitude
        Type: general
      – SubjectFull: Difficulty Level
        Type: general
      – SubjectFull: Video Technology
        Type: general
      – SubjectFull: Individual Differences
        Type: general
      – SubjectFull: Academic Achievement
        Type: general
    Titles:
      – TitleFull: Linguistic Demands of Instructions: Effects on Students' Expectancy-Value Beliefs
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Lina Wirth
      – PersonEntity:
          Name:
            NameFull: Timo Ehmke
      – PersonEntity:
          Name:
            NameFull: Jan Retelsdorf
      – PersonEntity:
          Name:
            NameFull: Poldi Kuhl
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 12
              Type: published
              Y: 2026
          Identifiers:
            – Type: issn-print
              Value: 0020-4277
            – Type: issn-electronic
              Value: 1573-1952
          Numbering:
            – Type: volume
              Value: 54
            – Type: issue
              Value: 2
          Titles:
            – TitleFull: Instructional Science: An International Journal of the Learning Sciences
              Type: main
ResultId 1