Affective factors and English learning participation: Student voices

2021 ◽  
pp. 202-207
Author(s):  
Y.F. Mulyati ◽  
D.N. Hidayat ◽  
M. Defianty
Keyword(s):  
English Learning ◽  
Student Voices ◽  
Affective Factors

英語學習自我效能，閱讀焦慮，與閱讀能力：以非英語系主修的EFL學生為例

2021 ◽  
Vol 26 (26) ◽  
pp. 069-092
Author(s):  
楊逸君 楊逸君 ◽  
吳昱嫺 吳昱嫺
Keyword(s):  
Self Efficacy ◽  
Reading Proficiency ◽  
Language Teachers ◽  
English Learning ◽  
Efl Learners ◽  
Affective Factors ◽  
Foreign Language Reading ◽  
Reading Anxiety ◽  
English Major ◽  
The Relationship

<p>這項研究主要調查台灣非英語系主修的大學生英語閱讀焦慮，英語自我效能以及閱讀能力等三者之間的關係。本研究對象為209名非英語系的大三學生。此次研究採用兩份問卷，外語閱讀焦慮問卷和英語學習自我效能問卷，以及多益閱讀測驗來了解這三項變數之間的關係。研究者在兩份問卷各加入開放式問題，以了解學習者對自身英語學習自我效能和英語閱讀焦慮的認知。結果顯示，學生英語學習自我效能與閱讀能力之間的關係呈正相關，但與英語閱讀焦慮之間則是負相關。另外，學生英語閱讀自我效能和英語學習自我效能呈現高度相關。然而，英語閱讀焦慮與不同程度的閱讀能力並無任何關聯。就閱讀焦慮的因素而言，大多數學生在閱讀陌生的詞彙和句子結構時都會經歷閱讀焦慮。學生英語學習自我效能越高者，在閱讀理解上的表現則愈佳。而閱讀能力在中間的學生，其英語學習自我效能和閱讀焦慮則呈現顯著差異的負相關。總而言之，這項研究增加對於非英語系主修學生在英語學習自我效能以及閱讀焦慮認知上的了解，以及這些因素在英語閱讀能力上產生的影響，同時提供語言教師非英語系主修學生的閱讀焦慮來源。教學建議則提供教師未來於課堂參考，以有效提升學生的英語學習自我效能及降低閱讀焦慮。</p> <p>&nbsp;</p><p>EFL learners’ reading performances can be greatly influenced by affective factors, such as anxiety and self-efficacy. This study investigates the effects of non-English major EFL learners’ reading anxiety and overall-English-learning self-efficacy on their reading proficiency. 209 non-English majors participated in the study. Two questionnaires, the Foreign Language Reading Anxiety Scale and the Questionnaire of English Self-Efficacy, and a TOEIC reading subtest were utilized to examine the relationship between the three variables. Open-ended questions at the end of two questionnaires were added to obtain learners’ perceptions of overall-English-learning self-efficacy and reading anxiety. Results showed that the relationship between overall-English-learning self-efficacy, reading self-efficacy, and reading proficiency was positive respectively whereas that between overall-English-learning self-efficacy and anxiety was negative, particularly for the students in the middle group. Reading anxiety, however, was not correlated with reading proficiency at different levels. Students had the highest level of reading self-efficacy when comparing to the self-efficacy of other language skills. They mostly experienced reading anxiety when reading unfamiliar vocabulary and sentence structures. To conclude, this study can be of importance in understanding the relationship between the three factors and provide language teachers with non-English major students’ sources of reading anxiety. Pedagogical implications are provided for language teachers’ future references.</p> <p>&nbsp;</p>

scholarly journals 大学生の英語学習における動機減退要因の予備調査—Preliminary study of demotivating factors in Japanese university English learning

2011 ◽  
Vol 35 (1) ◽  
pp. 11
Keyword(s):  
English Learners ◽  
Vocabulary Learning ◽  
English Learning ◽  
Factor Analyses ◽  
Likert Scales ◽  
Efl Learners ◽  
Affective Factors ◽  
Japanese University ◽  
Self Evaluation ◽  
Preliminary Study

Abstract This research focused on EFL learners’ demotivation and investigated what affective factors were related to Japanese EFL learners’ demotivation and whether or not English learners’ demotivated attitudes were unique to English study. 122 university students completed two self-evaluation questionnaires using Likert scales. Factor analyses were run on the responses, and correlations between factors were examined. One of the resulting factors was amotivation, which positively correlated with an aversion to making an effort, resistance to grammar and vocabulary learning, and anxiety about using English. The results indicated that demotivated English learners tend to make less effort. This likely lowers their competence, which in turn may raise their anxiety of using English. Furthermore, examination of aversions to making an effort implies that demotivated English learners tend to have an insular mentality, and show difficulty in making an effort which was not exclusive to English. 本論では、EFL学習者の「動機減退 (demotivation)」 に注目し、どのような要因が英語学習におけるdemotivationと結びついているのか、またdemotivationは英語学習に限ったことなのかを調査した。122名の大学生による2つのアンケート調査の回答を因子分析し、下位尺度間相関を調べた。その結果、特に、「無動機 (amotivation)」要因は「文法・語彙学習への抵抗感」、「努力嫌い」、「英語使用への不安」との間に正の相関が見られた。動機づけの低い学習者は、あまり努力をせず英語の習熟度も低くなりがちで、英語使用への不安や、英語に限らず努力することが苦手だという傾向がみられた。

The Enlightenment of Second Language Ego to Oral English Teaching in Senior High School

2020 ◽  
Vol 10 (10) ◽  
pp. 1310
Author(s):  
Junhua Wang
Keyword(s):  
High School ◽  
Second Language ◽  
Second Language Acquisition ◽  
English Teachers ◽  
Vital Role ◽  
Senior High School ◽  
English Learning ◽  
English Teaching ◽  
Affective Factors ◽  
Primary Focus

Affective factors play a vital role in second language acquisition. Language ego, as a crucial affective factor, should be taken into consideration when teachers teach oral English in senior high school. Learning a new language is the process of acquiring a new language ego. A positive second language ego can promote students’ English learning. A negative language ego, especially inhibition, can become the major hindrance to students’ oral English learning. However, many English teachers cannot realize the importance of second language ego, which causes many problems in oral English teaching. In this paper, the author elaborates the concept of language ego and demonstrates that the primary focus of developing a positive second language ego in senior high school is to overcome inhibition, which is beneficial to oral English learning. Furthermore, the author also gives some suggestions to English teachers concerning solving problems when they teach oral English. As a result, students can get into an optimal learning state, then the efficiency of oral English teaching can also be improved.

scholarly journals Student Assessment Based on Affective Factors in English Learning Using Fuzzy Inference

2016 ◽  
Vol 15 (2) ◽  
pp. 101-108 ◽  
Author(s):  
Fitra A. BACHTIAR ◽  
Eric W. COOPER ◽  
Gunadi H. SULISTYO ◽  
Katsuari KAMEI
Keyword(s):  
Fuzzy Inference ◽  
Student Assessment ◽  
English Learning ◽  
Affective Factors

scholarly journals The Application of Affective Filter Hypothesis Theory in English Grammar Teaching

2020 ◽  
Vol 4 (6) ◽  
Author(s):  
Cuicui Chen
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Teaching Practice ◽  
Vital Role ◽  
English Learning ◽  
Affective Factors ◽  
Grammar Teaching ◽  
English Grammar ◽  
Affective Filter ◽  
Grammar Learning

Krashen's theories of second language acquisition play a vital role in English teaching, in which "affective filter hypothesis" analyzes the influence of various affective factors on English learning. This paper focuses on Klashen's "affective filter hypothesis", analyzes the application of affective factors in the teaching practice of English grammar, and puts forward some teaching suggestions. The purpose of the study is to reduce the anxiety of the students in the second language grammar learning class, and then to find the most conducive state of English grammar learning, and to achieve the goal of English grammar teaching.

scholarly journals Psycholinguistic Analysis of the Influence of Affective Factors on College English Learning

2021 ◽  
Vol 4 (1) ◽  
pp. 45
Author(s):  
Qingli Meng
Keyword(s):  
College Students ◽  
Learning Ability ◽  
English Learning ◽  
College English ◽  
Affective Factors ◽  
Emotional Factors

 There are many factors that affect college students’ English learning. In order to help college students learn English effectively, we need to analyze the corresponding factors. This paper mainly analyzes the emotional factors of college students’ English learning from the perspective of psycholinguistics, and actively explores the corresponding solutions, so as to promote the improvement of college students’ English learning ability of China.

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