Impact of affective variables on Korean as a foreign language learners' oral achievement

Pyun, Danielle Ooyoung; Kim, Jung Sup; Cho, Hyun Yong; Lee, Jung Hee

doi:10.1016/j.system.2014.09.017

Cited by 43 publications

(41 citation statements)

References 49 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Gardner also pointed out that motivation is positively associated with L2 learning and acquisition. Self-confidence has been found to contribute to having learners hold a positive perception of L2 communicative competence, which can lead to the development of actual communicative proficiency (Clément, Dörnyei, & Noels, 1994;MacIntyre et al, 1998;Pyun, Kim, Cho, & Lee, 2014). With regard to L2 speaking anxiety, McCroskey (1978) conceptualised it as "an individual's level of fear or anxiety associated with either real or anticipated (oral) communication with another person or persons" (p. 192).…”

Section: Affective Variablesmentioning

confidence: 99%

“…Motivation was assessed pertaining to participants' motivational intensity, desire to learn English, and attitudes toward studying English by means of Attitude/Motivation Test Battery (AMTB) developed by Gardner (1985) and Gardner, Tremblay, and Masgoret (1997). Items for motivation were adopted and modified from Pyun et al (2014). Items for the self-confidence scale were adopted from Pyun et al (2014) and employed to measure the degree of confidence perceived by participants when understanding and communicating to others in English.…”

Section: Instrumentmentioning

confidence: 99%

See 1 more Smart Citation

Affective variables and informal digital learning of English: Keys to willingness to communicate in a second language

Lee

Drajati

2019

AJET

View full text Add to dashboard Cite

This study examined the under-researched relationship between informal digital learning of English (IDLE) activities (receptive IDLE activities and productive IDLE activities), affective variables (grit, motivation, self-confidence and second language speaking anxiety) and willingness to communicate in a second language. Data (N = 183) were collected through a questionnaire from one state university in an English-as-a-foreign-language Indonesian context. The results showed that students’ willingness to communicate correlated significantly with all of the IDLE activities and affective variables. However, only productive IDLE activities, grit, self-confidence, and motivation were identified as the significant predictors of students’ willingness to communicate. Findings suggest that students’ IDLE engagement and affective states play a significant role in a second language communication. In particular, pedagogical benefits of affective variables (e.g., grit, self-confidence, and motivation) and productive IDLE activities should be emphasised to facilitate students’ willingness to communicate in a second language. These results will broaden current knowledge of IDLE and second language communication behaviour, which can contribute to bridging the interdisciplinary gap between computer assisted language learning, second language acquisition, and psychology.

show abstract

Section: Affective Variablesmentioning

confidence: 99%

Section: Instrumentmentioning

confidence: 99%

Affective variables and informal digital learning of English: Keys to willingness to communicate in a second language

Lee

Drajati

2019

AJET

View full text Add to dashboard Cite

show abstract

“…These learner‐specific attributes have an impact, for better or worse, on learners’ skills and preferences, and they have been shown to affect learning in meaningful ways (Dörnyei, ). Furthermore, this impact has been shown to vary based on the instructional context (Bosher, ; Carroll, ; Casal, ; DeAndres, ; Dörnyei, , ; Dörnyei & Skehan, ; Ockey, ; Oxford & Anderson, ; Pyun, Kim, Cho, & Lee, ; Ranta, ; Robinson, ). Table outlines a variety of studies of individual differences across diverse instructional contexts.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Researchers have also examined, through a variety of methodologies, a host of personality trait–focused differences including variation in self‐confidence and risk‐taking, and have demonstrated that some learner personality variables, such as risk‐taking and self‐esteem, appear to have a relationship with second language (L2) learning (Bosher, ; Ockey, ; Pyun et al, ). For example, Bosher () examined Hmong university students’ self‐esteem and acquisition of English.…”

Section: Literature Reviewmentioning

confidence: 99%

Living Language: Self‐Assessment, Oral Production, and Domestic Immersion

Dolosic

Brantmeier

Strube

et al. 2016

Foreign Language Annals

View full text Add to dashboard Cite

With 24 adolescent students enrolled in a French language summer camp, the present study examines the relationship between self‐assessment and oral production in French, interpreting results through a framework of individual learning variables. Participants were surrounded by French inside and outside the classroom. Self‐assessment was measured through a criterion‐referenced self‐assessment questionnaire (Brantmeier, Vanderplank, & Strube, 2012). Oral production was examined with a structured oral interview that involved recording students for four minutes while they described four images (Llanes & Muñoz, 2009). The recording was coded on measures including words per minute, silent pauses per minute, and longest fluent run (Llanes & Muñoz, 2009). Findings demonstrated significant improvement in oral production. Self‐assessment measures and performance on posttest measures for oral production were significantly correlated. Upon arrival at camp this was not true, which may indicate that students who were unable to assess their French abilities at the beginning of camp were better able to assess their abilities following the program. Results have strong pedagogical implications, as self‐assessment may serve as a metacognitive tool for students to learn to self‐diagnose strengths and weaknesses, which may help instructors account for individual learner differences. Implications suggest that self‐assessing such strengths and weaknesses may be easier after a multitude of real‐world and need‐based interactions.

show abstract

“…Jee (2017) explored beliefs about language learning in relation to perceived linguistic self-confidence with 156 learners of Korean as a foreign language in Australia. Jee utilized the BALLI developed by Horwitz (1987;1988) and the Perceived Linguistic Self-confidence (PLS) inventory (Pyun et al 2014). Based on the PLS results, the learners were grouped as high, mid, and low PLS.…”

Section: (2019): 555-582mentioning

confidence: 99%

The relationship between lexical complexity measures and language learning beliefs

Kovačević
¹

2019

Jezikoslovlje (Online)

2
0
0
0

View full text Add to dashboard Cite

Although the relationship between language proficiency and learner beliefs is generally viewed as weak, indirect, and distant, there are empirical findings which show that the relationship between syntactic complexity measures and language learning beliefs is statistically tangible. Since syntactic complexity is only one constituent of the linguistic complexity system, it seems plausible to question whether other constituents of the system are also in statistically measurable relationships with language learning beliefs. This research project explores the relationship between 25 lexical complexity measures (Lu 2012; 2014) and four subscales of language learning beliefs that are suggested for Horwitz’s (2013) Beliefs about Language Learning Inventory—BALLI 2.0 (Kovačević 2017). For three semesters (Fall 2014, Spring and Fall 2015), 152 freshman students at the International University of Sarajevo responded to BALLI 2.0 and wrote in-class exam essays which were converted into an electronic format. The results show 15 statistically significant correlation coefficients between 14 lexical complexity measures and three BALLI 2.0 subscales. Overall, it may be concluded that the relationship between lexical complexity measures and language learning beliefs is statistically detectable. The findings imply that the lexical complexity framework offers valuable opportunities for exploring how and to what extent particular individual differences manifest in foreign language production.

show abstract

Impact of affective variables on Korean as a foreign language learners' oral achievement

Cited by 43 publications

References 49 publications

Affective variables and informal digital learning of English: Keys to willingness to communicate in a second language

Affective variables and informal digital learning of English: Keys to willingness to communicate in a second language

Living Language: Self‐Assessment, Oral Production, and Domestic Immersion

The relationship between lexical complexity measures and language learning beliefs

Contact Info

Product

Resources

About