Which Theory Better Explains Multilinguals’ Translation Classroom Engagement: Situated Expectancy-Value Theory or Control-Value Theory?

Abstract

This study explores the predictive effects of motivational beliefs related to self-competence and the values of language learning on the engagement of multilingual students in the translation classroom. This study represents a pioneering effort to integrate two established motivation theories, which contain conceptually similar variables but different propositions: the situated expectancy-value theory (SEVT) and the control-value theory of achievement emotions (CVT). A prospective study design was employed to collect data from a group of multilingual students in a translation course, with a two-month interval between the measurement of predictor variables (i.e., expectancy for success and task values) and the dependent variable (i.e., students’ classroom engagement). Results from structural equation modeling favor the propositions of the SEVT model over the CVT model. The study showed that expectancy and anxiety significantly predicted engagement and its three sub-components, whereas interest value did not significantly impact engagement or its sub-components. In contrast, attainment value significantly predicted engagement and its emotional sub-component. This study provides refined insights into the distinct effects of motivation beliefs on the classroom engagement of multilinguals who traverse across languages on a regular basis. Implications for research and instructional practices are considered.