Investigating Second Language Learner Self‐Efficacy and Future Expectancy of Second Language Use for High‐Stakes Program Evaluation

Abstract

As part of a larger summative evaluation of a foreign language department and a two‐year foreign language core competency, the researcher investigated fourth‐semester student self‐efficacy (a person's belief, rooted in experience, that they can do something) and future expectancy of second language use. In effect, this was also an evaluation of program theory, which sought to determine what faculty members thought second‐year learners ought to know and be able to do at the end of their study, and the extent to which those learners felt they knew and could do these activities. Using questionnaire data from 150 students in nine divisions (Arabic, Chinese [Mandarin], French, German, Italian, Japanese, Portuguese, Russian, and Spanish), this study found that learners had at least a modicum of self‐efficacy for the things that faculty members and instructors thought they ought to know and be able to do. It was recommended that (1) practice and language use opportunities probably require more attention within divisions so that learner self‐efficacy might be further developed, and (2) divisions and students might benefit from having instructors more explicitly connect potentially undiscussed classroom processes (staying in the second language [L2], interacting with classmates in the L2) with successful class outcomes.

The Relationship between Program Evaluation Experiences and Stakeholder Career Satisfaction

“…Using SPSS (version 18), the calculation of responses of 34 faculty members resulted in a .84 Cronbach's Alpha. Gall et al (2006) confirm that scales which yield coefficients of .80 or above are deemed reliable. The data were first analysed through descriptive statistics, including averages, percentages and standard deviations.…”

“…A relationship is positive (+) when one variable increases, the other variable also increases. By contrast, a negative relationship (-) is where an increase in one variable is accompanied by a decrease in the other (Coakes & Steed, 2007;Gall et al, 2006;.…”

“…Although correlational research involves descriptions, it was used mainly to examine relationships between variables (Gall, M. D., Gall, J. P. & Borg, 2006). In this study, we examined if a bivariate linear relationship exists between initial and final program evaluation experiences and career satisfaction.…”

“…After a twenty months interval between the two questionnaire administrations, the same faculty members' opinions were collected during the final four weeks of the program evaluation process. We finally correlated the scores of first and second administrations for the same respondents (Coakes & Steed, 2007;Gall et al, 2006).…”

Career Development in Language Education Programs

“…Empirical research seems also to take the same direction about the positive influence of program evaluation experiences on stakeholder career development (e.g., Carsten-Wickham, 2008;Gorsuch, 2009). Program evaluation emerges as a program and career development strategy for providing not only information about program improvement, change or even termination, but also creates a context for stakeholder career development in the workplace.…”