ERIC Number: ED415273
Record Type: RIE
Publication Date: 1997-Nov
Predicting Achievement in College-Level Foreign Language Courses.
Daley, Christine E.; Onwuegbuzie, Anthony J.; Bailey, Phillip
Enrollment in a foreign language course increasingly is becoming an essential part of college students' programs of study. As a result, there has been an influx of students with diverse backgrounds, interests, and aspirations enrolling in foreign language courses in order to fulfill degree requirements. Unfortunately, many students underachieve in foreign language courses. Thus, this study of 184 university students sought to determine predictors of foreign language achievement. A setwise multiple regression analysis revealed that five variables (i.e. academic achievement, foreign language anxiety, expected overall average for current language course, value placed on cooperative learning, and gender) contributed significantly to the prediction of foreign language achievement. Specifically, students who tended to have the greatest problems acquiring a foreign language tended to be male, have low levels of academic achievement, have low expectations, value cooperative learning, and have the highest levels of anxiety. Overall, academic achievement was the best predictor, explaining 14.0% of the variance in achievement. Foreign language anxiety, the next best predictor, explained 10.5 % of the variance. The educational implications of these findings for improving the acquisition of foreign language are discussed, as are suggestions for future research. (Contains 34 references.) (Author/SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Mid-South Educational Research Association (Memphis, TN, November 12-14, 1997).