Boosting Self-motivation in English Language Learning: The Role of Learning Methods and Self-efficacy

Q3 Social Sciences
Jinjiao Zhuang
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Abstract

English language learning is a critical part of global education and has been the focus of significant research. However, there has been a limited examination of the impact of different English language learning methods on student self-motivation and the mediating role of student self-efficacy. This study aims to empirically explore the effects of English language learning methods and experimental learning on student self-motivation, with a focus on the mediating role of student self-efficacy. Using a sample of 369 students from diverse academic settings, it tested the hypothesized relationships through structural equation modeling. The study included various English language learning methods and experimental learning and measured student self-motivation and self-efficacy. The study's findings revealed that both English language learning methods and experiential learning had an impact on students' self-motivation. Students who were exposed to a variety of learning methods and engaged in experiential learning activities, in particular, reported higher levels of self-motivation than those who were not. Student self-efficacy mediated the relationship between learning methods, experiential learning, and self-motivation. The study also found that certain English language learning methods, such as communicative language teaching and task-based language teaching, were more effective than others at encouraging self-motivation. Experiential learning activities, such as language exchange programs and cultural immersion experiences, were also found to be particularly effective in increasing students' self-motivation. The study have important implications for language educators because they suggest that providing students with a variety of learning methods and experiential learning opportunities can boost self-motivation and, as a result, improve language learning outcomes.
促进英语学习中的自我激励:学习方法和自我效能感的作用
英语语言学习是全球教育的重要组成部分,一直是重要研究的焦点。然而,不同英语语言学习方法对学生自我激励的影响以及学生自我效能感的中介作用的研究有限。本研究旨在实证探讨英语语言学习方法和实验学习对学生自我动机的影响,重点研究学生自我效能感的中介作用。利用来自不同学术背景的369名学生的样本,它通过结构方程模型测试了假设的关系。本研究包括多种英语语言学习方法和实验学习,并测量学生的自我动机和自我效能感。研究结果表明,英语语言学习方法和体验式学习对学生的自我激励都有影响。特别是那些接触过各种学习方法和参与体验式学习活动的学生,比那些没有接触过的学生有更高的自我激励水平。学生自我效能感在学习方法、体验式学习和自我激励之间起中介作用。该研究还发现,某些英语学习方法,如交际式语言教学和任务型语言教学,在鼓励自我激励方面比其他方法更有效。体验式学习活动,如语言交流项目和文化沉浸体验,也被发现在提高学生的自我激励方面特别有效。该研究对语言教育者具有重要意义,因为他们认为为学生提供各种学习方法和体验式学习机会可以促进自我激励,从而提高语言学习效果。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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