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195 Pages·2007·0.76 MB·English
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THE RELATIONSHIPS AMONG STRATEGY USE, SELF-EFFICACY, AND LANGUAGE ABILITY IN FOREIGN LANGUAGE LEARNERS By Olive N. Gahungu A Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education In Curriculum and Instruction Northern Arizona University May 2007 Approved: Jon A. Reyhner, Ed. D., Chair Mary Dereshiwsky, Ph.D. Randi Reppen, Ph. D. Frances Riemer, Ph. D. 2 ABSTRACT THE RELATIONSHIPS AMONG STRATEGY USE, SELF-EFFICACY, AND LANGUAGE ABILITY IN FOREIGN LANGUAGE LEARNERS Olive N. Gahungu This study investigated the interrelationships among language learning strategy use, self-efficacy, and language ability. The study participants were thirty-seven college students studying French at a midwestern, medium-size, university. The students’ use of language learning strategies was a measured through a forty-item questionnaire that was an adaptation of Oxford’s (1990) Strategy Inventory for Language Learning (SILL). Their self-efficacy was also measured through a forty-item questionnaire in which they expressed their levels of certainty that they could perform learning tasks at desired levels of proficiency. Their language ability in French was measured through a cloze test. Qualitative data were also obtained from open-ended questions, interviews with the participants and their instructor, as well as class observations. The results of the study revealed the existence of positive and significant relationships among the three variables. It was also found that the majority of the participants did not have a clear rationale for studying French, but had undertaken its study to fulfill programmatic requirements, which affected their strategic behavior. Recommendations for second language students, programs, and instructors were suggested to help students achieve higher communicative competence. 3 ACKNOWLEDGMENTS Completing this project and achieving a doctorate would not have been possible without the contribution of several individuals to whom I wish to express my heartfelt gratitude. The list is long, but I would like to thank, first and foremost, my sister Primitive Ndayiragije and her husband Paul Gahungu, who selflessly gave of themselves to send me to school. Together with my brothers and sisters, they sacrificed so much to afford me an education. Although thousands of miles away, their warmth, support, hope, and concern have always been close. I would also like to thank Athanase, my husband, for being my friend, mentor, counselor, proofreader, nurse, and for the tremendous amount of expertise, support and strength that he has displayed, especially during the last two years. To our children, Jessica, Clive, and Colin, thank you for understanding the sacrifices you have had to endure for my education. I would like to express my gratitude to Dr. Jon Reyhner, Dr. Mary Dereshiwsky, Dr. Randi Reppen, and Dr. Frances Riemer of Northern Arizona University who spontaneously accepted to serve on my dissertation committee and offered much needed guidance, motivation, and support. I will always be indebted to them for their expertise, advice, and contributions. Dr. Lapan, thank you for being so student-centered. I would also like to express my appreciation to my professors in the MA TESL and the College of Education, Curriculum and Instruction at Northern Arizona University. Thanks also go to everybody in the Department of Educational Leadership, Curriculum and Foundations, as well as the students and faculty of the Modern Language Department at Chicago State University for allowing me to serve in their departments. 4 Dr. Norris-Delgado, thank you for your availability and contribution. I would also like to express my gratitude to the administrators, teachers, staff and students of Homewood School District 153. It’s been a very supportive environment in which to work. To all the students I have taught, thank you for challenging my intellect, asking the tough questions, and deepening my understanding of curriculum issues and education. Thanks also go to all the individuals who, in different capacities, have contributed to the completion of this work. I would like to thank Dr. Jeanine Ntihirageza, Dr. Marie Mayoya, Jessica Gahungu, Nina Nirema, Léonce Hakizimana, Annonciate Nduwimana, and all my friends and relatives who once in a while called to encourage me. To my team of doctors, Dr. White, Dr. Swenson, Dr. Gopi, Dr. Wade, Dr. Share, Dr. Yalavarthi, Dr. Sanwalani, and their staff, thank you for your outstanding care. Finally, this work is offered in precious memory of several relatives who lost their lives in the political struggle the country of Burundi has experienced during the last several decades, or its aftermath: Jean Baptiste Ndayiragije and Eulalie Ntiharirizwa, my parents; Paul Gahungu, my brother-in-law and guardian; Déogratias Nininahazwe, my brother; Mélas Kida and Gloriose Ntakiyica, my parents-in-law; and all departed uncles, cousins, in-laws, other relatives and friends, you went too soon and we miss you very much. 5 TABLE OF CONTENTS ABSTRACT ......................................................................................................................... 2 ACKNOWLEDGMENTS ................................................................................................... 3 LIST OF TABLES ............................................................................................................... 8 CHAPTER I: INTRODUCTION ......................................................................................... 9 Background of the Problem ............................................................................................ 9 Purpose of the Study ..................................................................................................... 12 Statement of the Problem .............................................................................................. 13 Research Questions and Related Alternative Hypotheses ............................................ 13 Definition of Terms, Abbreviations and Acronyms Used ............................................ 14 Delimitations ................................................................................................................. 17 Assumptions .................................................................................................................. 18 Significance of the Study .............................................................................................. 19 Chapter Summary ......................................................................................................... 20 CHAPTER II: LITERATURE REVIEW .......................................................................... 21 Overview of Language Teaching Approaches .............................................................. 22 Language Learning Strategies ....................................................................................... 36 Self-Efficacy ................................................................................................................. 68 Conclusion .................................................................................................................... 93 CHAPTER III: METHODOLOGY ................................................................................... 94 Introduction ................................................................................................................... 94 Restatement of the Problem .......................................................................................... 94 Research Questions and Related Alternative Hypotheses ............................................ 94 6 Research Design and Procedures .................................................................................. 95 Research Methodology ................................................................................................. 97 Chapter Summary ....................................................................................................... 104 CHAPTER IV: ANALYSIS AND RESULTS ................................................................ 105 Study Participants ....................................................................................................... 105 Beta Test and Pilot Study ............................................................................................ 107 Results ......................................................................................................................... 108 Focus Group Interview ............................................................................................... 112 Interview with the Instructor ....................................................................................... 117 Conclusion .................................................................................................................. 124 CHAPTER V: SUMMARY, CONCLUSIONS, RECOMMENDATIONS, AND IMPLICATIONS ................................................................................................ 127 Introduction ................................................................................................................. 127 Summary of the Study ................................................................................................ 127 Summary of Findings and Conclusions ...................................................................... 128 Conclusions ................................................................................................................. 143 Recommendations ....................................................................................................... 144 Implications of the Study ............................................................................................ 157 REFERENCES ................................................................................................................ 161 APPENDIX A: IRB DOCUMENTS ............................................................................... 171 APPENDIX B: QUESTIONNAIRE ................................................................................ 176 APPENDIX C: FOCUS GROUP INTERVIEW PROTOCOL ....................................... 182 APPENDIX D: CLASS OBSERVATION RUBRIC ...................................................... 183 7 APPENDIX E: CLOZE TEST ......................................................................................... 184 APPENDIX F: INSTRUCTOR INTERVIEW PROTOCOL .......................................... 188 APPENDIX G: ALPHA TEST ........................................................................................ 190 APPENDIX H: BETA TEST ........................................................................................... 192 APPENDIX I: QUANTITATIVE DATA ....................................................................... 195 8 LIST OF TABLES Table 1 Summary of Classification of Language Learning Strategies by Author ........... 43 Table 2 A Proposed Classification of Language Learning Strategies ............................. 47 Table 3 Research Design and Procedures Paradigm .......................................................... 1 Table 4 Matrix of Bivariate Correlations ....................................................................... 103 Table 5 Characteristics of Study Participants ................................................................ 106 Table 6 Means, Standard Deviations, and Intercorrelations: Strategy Use, Self-efficacy, and Language Ability ................................................................... 108 Table 7 Reasons and Frequencies Why Participants Were Learning French ................ 111 Table 8 Language Learning Strategies that Students Report Using and Frequencies ... 115 Table 9 Language Learning Strategies the Instructor Reported Students Use. ............. 119 Table 10 Strategies Students Were Observed Using During Classroom Observations .. 123 9 CHAPTER I INTRODUCTION The purpose of this research was to investigate the relationships among language learning strategy use, self-efficacy, and language ability in a foreign language environment at Chicago State University. This chapter contains (1) the background of the problem, (2) the purpose of the study, (3) the statement of the problem, (4) the definitions of important terms, abbreviations and acronyms used, (5) the delimitations of the study, (6) the limitations of the study, (7) the significance of the study, and (8) a summary of the chapter. Background of the Problem Most language teaching approaches, such as the cognitive approach, the comprehension-based approach, the direct approach, and the situational approach, lack an emphasis on learner autonomy, feelings, and attitudes (Celce-Murcia, 2001). They view language teaching as an enterprise where the teachers’ role is to provide learners with the knowledge and skills they think students need and to assess whether the learners have met the expectations. The students’ role is to learn the material taught to them, and, during assessment, to demonstrate what they know. These two roles seem very simplified. Effective teachers ought to look for and find ways to motivate their students, encourage them, teach them learning skills, and also teach them ways to continue learning outside the classroom and away from the teacher (Rubin & Thompson, 1994; Wenden, 1991). It is necessary for teachers to help students learn to recognize their emotional temperature and lower their affective filter when it is interfering with learning 10 (Krashen & Terrell, 1983; De Serres & LaFontaine, 2005; Oya, Manalo & Greenwood, 2004). The theory of an affective filter states that successful second or foreign language learning depends on the learners’ feelings and attitudes. A negative attitude acts as a filter, and prevents the learner from making use of input, thus limiting success in language learning (Richards, Platt & Platt, 1996; Krashen & Terrell, 1983). In an effort to make the language learning experience as successful as possible, language practitioners have to look for concrete ways to assist their students to learn more effectively by empowering them to take responsibility and to manage their own learning. Successful language learners have acquired the skills necessary to enhance learning and to develop autonomy and a sense of personal agency. What kind of input, environment, motivation, and learner characteristics are associated with higher levels of language learning? This is a very important question that includes language learning strategies and self-efficacy, two constructs that have been received different levels of attention in the research in second language acquisition. Teachers and other language practitioners are increasingly aware of the existence of learning strategies and self-efficacy. But the extent to which these two constructs might play a role in foreign language learning has not been fully investigated. In fact, they have been either unknown, ignored, or neglected by many language teaching approaches. Second and foreign languages have been taught through at least nine approaches (the grammar-translation approach, the direct approach, the reading approach, the situational approach, the cognitive approach, the affective-humanistic approach, the comprehension- based approach, and the communicative approach, as discussed by Celce-Murcia (1991;

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written portion of the TOEFL and correlated them to scores obtained on a self-efficacy scale. There is a need .. role-play and dramatization. The four
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