Achievement Goal Theory: A Perspective on Foreign-Language-Learners' Motivation

Tercanlioglu, Leyla

doi:10.18806/tesl.v21i2.173

Cited by 13 publications

(9 citation statements)

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“…On the contrary, males were more performance approach goal oriented than females (e.g., Byme, 2011;Middleton & Midgley, 1997). Furthermore, in the study done by Tercanlioglu (2004), although no significant differences were found on the effect of gender on both task and ego orientations, female students had more tendency to adopt task orientation; whereas, male students tended to adopt more work avoidant goals than females. In the same way, Pajares et al (2000) reported that females were more task goals oriented than males.…”

Section: Results and Discussion Of The Effect Of Gender On The Adoptmentioning

confidence: 91%

The Relationship between Iranian EFL Students’ Achievement Goal Orientations and Their Gender

Rashidi¹,

Javanmardi²

2012

EDU

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Achievement goal orientation has been described as the set of purposes or reasons students may adopt for performing an academic task (Dweck, 1986;Pintrich, 2000). So, Goal orientation is one of the concepts that has emerged in educational psychology over the last few decades and also is one of the most important concepts regarding learning in any educational setting. Due to the importance of students' achievement goal orientation in the education context, and the influences that goals have on their learning processes and outcomes, in the present study, the researcher has tried to investigate the type of goal orientations held by Iranian EFL students and to examine if achievement goals are dependent on gender. To achieve the goal, achievement goal orientation questionnaires were distributed among 182 B.A. students, both males and females, majoring in English Literature at Shiraz University. Consequently, having analyzed the data, the researcher found that that mastery was the dominant type of goal orientation held by Iranian EFL students. Afterwards, performance approach, work avoidant, and performance avoidant goal orientations were respectively the achievement goal orientations held by them. Then, an independent sample t-test was run for the purpose of comparing the students both males and females with the type of achievement goal orientations held by them to see whether the achievement goal orientations are dependent on gender or not. Thus, the results indicated that there were no significant differences across gender groups. That is, the goal orientations held by the students were not dependent on gender.

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Section: Results and Discussion Of The Effect Of Gender On The Adoptmentioning

confidence: 91%

The Relationship between Iranian EFL Students’ Achievement Goal Orientations and Their Gender

Rashidi¹,

Javanmardi²

2012

EDU

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“…According to Noels (), intrinsic motivation derives from an inherent pleasure and satisfaction that are directly associated with the process of learning the language (p. 45), while extrinsic motivation derives from the desire to achieve certain consequences that are external to the activity of learning the language (p. 46). This theory, together with others, has provided new directions for research on L2 motivation (e.g., Fukuchi & Sakamoto, ; Tercanlio‐glu, ; Yashima, ).…”

Section: Introductionmentioning

confidence: 87%

“…Furthermore, Ushioda () observed that L2 motivation research has been predominantly quantitative (e.g., Bradford, ; Engin, ; Gardner & MacIntyre, ; Noels et al, ; Tercanlioglu, ). Studies that employ a quantitative method do have the advantage of measuring motivation more objectively and relating variables in a more systematic way, but as Ushioda () noted, they only show differences in degree rather than quality.…”

Section: Introductionmentioning

confidence: 99%

Learning Japanese as a Foreign Language in the Context of an American University: A Qualitative and Process‐Oriented Study on De/Motivation at the Learning Situation Level

Tsang¹

2012

Foreign Language Annals

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Motivation plays an important role in foreign language learning. To investigate factors that influence motivation level, the researcher surveyed 102 students studying Japanese at the University of Washington and interviewed 10 of them. From their responses, the researcher identified four de/motivational factors: (1) teachers, (2) feedback, (3) difficulty of the class, and (4) feeling of progress. These findings also suggest that the impacts of these factors occur at different levels, take different forms, and have different strengths. The study also discusses the psychology of students underlying the influence of these de/motivational factors. Furthermore, students most frequently mentioned “teachers” and “feeling of progress,” which partially agrees with four previous related studies. Finally, the researcher briefly discusses the teachers’ perspective.

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“…Asian American students have been found to set higher goals for themselves and evaluate their performance against stricter criteria than other students. Thus, higher goals motivate these students to devote more effort and time to reach their families' expectations (Stigler, Smith, & Mao, 1985;Tercanlioglu, 2004).…”

Section: Social-cognitive and Sociocultural Perspectivesmentioning

confidence: 99%

Assessing Motivational Factors in Foreign Language Learning: Cultural Variation in Key Constructs

Rueda¹,

Chen²

2005

Educational Assessment

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Assessment in 2nd and foreign language learning has often centered on proficiency, although motivation has been shown to be critical in learning in general, as well as in 2nd and foreign language acquisition specifically. One of the issues relevant to the assessment of motivational processes in this area is that of cultural differences. In much of the existing work, motivational processes and constructs are assumed to be invariant across cultural and linguistic groups. This may be due to limitations in the existing models or in the narrowness of populations sampled. The purpose of this study was to test the robustness of motivational processes in language acquisition across different ethnic subgroups for the purpose of informing efforts to create more valid and sensitive measures. Participants in the study completed a background information survey, a motivation information questionnaire, and a learning outcome questionnaire. Factor analysis yielded 7 factors, and comparative analyses confirmed the importance of cultural and subgroup differences regarding motivational beliefs and suggested the importance of intragroup heterogeneity in future research and theory development. The implications for the development of broader assessment approaches are discussed. Assessment has long been an issue in the area of second and foreign language learning. Although there is not total agreement about the relevant dimensions to examine, the focus has overwhelming been on aspects of proficiency. Increasingly, investigators are looking at the cognitive correlates (Chiang, 2003) of proficiency or at alternative means of assessment (Sepassi, 2003). At the same time, relatively little attention has been paid to the affective or motivational aspects of the language EDUCATIONAL ASSESSMENT, 10(3), 209-229 acquisition process in assessment work to date, in spite of the fact that in the field of second and foreign language learning, motivation is increasingly seen as an important contributor to language proficiency. Similar to work on motivation in other learning domains, language learning motivation has been defined as the target language learner's orientation with regard to the goal of learning a second or foreign language (Crookes & Schmidt, 1991;Gan, 2004;Norris-Holt, 2001). Many second and foreign language learning researchers have emphasized that motivation is one of the main factors in target language learning success and it plays an important role in predicting the success of target language acquisition in general. Students with greater second/foreign language learning motivation, in most cases, receive higher grades and achieve better proficiency in the target language (Baker

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Achievement Goal Theory: A Perspective on Foreign-Language-Learners' Motivation

Cited by 13 publications

References 0 publications

The Relationship between Iranian EFL Students’ Achievement Goal Orientations and Their Gender

The Relationship between Iranian EFL Students’ Achievement Goal Orientations and Their Gender

Learning Japanese as a Foreign Language in the Context of an American University: A Qualitative and Process‐Oriented Study on De/Motivation at the Learning Situation Level

Assessing Motivational Factors in Foreign Language Learning: Cultural Variation in Key Constructs

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