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ERIC Number: EJ917067
Record Type: Journal
Publication Date: 2011-Apr
Pages: 8
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-1041-6080
Examining the Effects of Differential Instructional Methods on the Model of Foreign Language Achievement
Pae, Tae-Il; Shin, Sang-Keun
Learning and Individual Differences, v21 n2 p215-222 Apr 2011
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. (Contains 7 tables and 3 figures.)
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Korea