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Examining the effects of differential instructional methods on the model of foreign language achievement

Title
Examining the effects of differential instructional methods on the model of foreign language achievement
Authors
Pae T.-I.Shin S.-K.
Ewha Authors
신상근
SCOPUS Author ID
신상근scopus
Issue Date
2011
Journal Title
Learning and Individual Differences
ISSN
1041-6080JCR Link
Citation
vol. 21, no. 2, pp. 215 - 222
Indexed
SSCI; SCOPUS WOS scopus
Abstract
The purpose of the present study was to examine the effects of differential instructional methods on the relationships between intrinsic and extrinsic motivations (IM and EM, respectively), self-confidence, motivation, and English as a foreign language (EFL) achievement for a sample of Korean university students and their teachers. To this end, two instructional groups, communicative and conventional, were selected based on the agreed judgment of both the teachers and their students. The study results showed that EM was related to EFL achievement through motivation regardless of the teachers' communicative orientations, whereas IM showed a relation to EFL achievement through motivation and self-confidence only in a classroom promoting communicative approach of language teaching. These results provided empirical evidence for the effects of differential instructional methods moderated on the structural relationships between SDT variables, self-confidence, motivation, and EFL achievement. The implications of these findings in relation to the EFL classroom are also presented. © 2010 Elsevier Inc.
DOI
10.1016/j.lindif.2010.11.023
Appears in Collections:
사범대학 > 영어교육과 > Journal papers
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