東華大學圖書館 |

Language-Related Anxiety and Motivational Factors of Students of English as a Foreign Language: A Study with Japanese Undergraduate Science and Engineering Students.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Language-Related Anxiety and Motivational Factors of Students of English as a Foreign Language: A Study with Japanese Undergraduate Science and Engineering Students./
Author:	Mihara, Kei.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2022,
Description:	198 p.
Notes:	Source: Dissertations Abstracts International, Volume: 83-09, Section: A.
Contained By:	Dissertations Abstracts International83-09A.
Subject:	Higher education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29133015
ISBN:	9798209902317

Language-Related Anxiety and Motivational Factors of Students of English as a Foreign Language: A Study with Japanese Undergraduate Science and Engineering Students.
Mihara, Kei.

Language-Related Anxiety and Motivational Factors of Students of English as a Foreign Language: A Study with Japanese Undergraduate Science and Engineering Students. - Ann Arbor : ProQuest Dissertations & Theses, 2022 - 198 p.

Source: Dissertations Abstracts International, Volume: 83-09, Section: A.

Thesis (Ed.D.)--The University of Liverpool (United Kingdom), 2022.

This item must not be sold to any third party vendors.

Foreign language anxiety and motivation to learn a second or foreign language have been investigated for decades in many different contexts, but previous studies in this field were mainly cross-sectional, and quantitative in nature. The aim of this study was to investigate anxiety and motivation of science and engineering students studying English as a foreign language as part of their undergraduate studies in a Japanese university, in relation to their English proficiency and self-reported English ability. This is a two-year longitudinal study whereby I followed the same students in their first and second years of the undergraduate programme in order to examine changes in their anxiety and motivation over time. For the present study, I adopted a mixed methods research approach by utilising an explanatory sequential (QUAN-qual) design. The integration of two data sets was intended to provide a more complete in-depth picture of the issues under investigation with the qualitative phase aimed to explore in greater depth some aspects emerging from the quantitative data analysis. In the first phase, I administered the Foreign Language Classroom Anxiety Scale (FLCAS) and the Language Learning Orientation Scale (LLOS) to examine the students' foreign language anxiety and motivation. The respondents were also asked to evaluate their English ability. All first-year students from all the departments of the Faculty of Science and Engineering were invited to participate in the quantitative survey, except for my students. They were invited to participate in the same survey one year later. A total of 669 responses were obtained in the first year and 506 in the second year. The findings of the survey data analysis informed the design of the semi-structured interview protocol that was used in the second phase with 26 students (15 in the first year and 11 in the second year). The quantitative data was analysed statistically with the use of SPSS, and thematic analysis was performed for the purposes of qualitative data analysis. The results indicate that the students revealed higher levels of anxiety about communication compared with anxiety about tests. They were intrinsically motivated to communicate in English and also extrinsically motivated to learn English by finding it useful for their daily lives and academic career or by receiving some reward such as course credits. Although their tendencies regarding anxiety and motivation remained almost the same for two consecutive years, their anxiety increased and their motivation decreased in their second year. The students' self-reported English ability was negatively correlated with their anxiety levels and positively correlated with their motivation levels for two consecutive years, whereas their English proficiency levels were not necessarily correlated with their anxiety or motivation. The results appear to have derived from the participants' academic background (field of study) and learning context. As science or engineering students, their motivation levels slightly decreased due to their academic priority. On the other hand, they were used to talking with native English speakers but not used to giving presentations, which increased their anxiety levels in their second year.

ISBN: 9798209902317Subjects--Topical Terms:

641065
Higher education.

Language-Related Anxiety and Motivational Factors of Students of English as a Foreign Language: A Study with Japanese Undergraduate Science and Engineering Students.
LDR:04481nmm a2200349 4500 001 2348119
005 20220906075210.5
008 241004s2022 ||||||||||||||||| ||eng d
020 $a 9798209902317
035 $a (MiAaPQ)AAI29133015
035 $a (MiAaPQ)Liverpool_3149837
035 $a AAI29133015
040 $a MiAaPQ $c MiAaPQ
100 1 $a Mihara, Kei. $3 3687439
245 1 0 $a Language-Related Anxiety and Motivational Factors of Students of English as a Foreign Language: A Study with Japanese Undergraduate Science and Engineering Students.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2022
300 $a 198 p.
500 $a Source: Dissertations Abstracts International, Volume: 83-09, Section: A.
500 $a Advisor: Jorge, Jose Reis;Edwards, Anthony.
502 $a Thesis (Ed.D.)--The University of Liverpool (United Kingdom), 2022.
506 $a This item must not be sold to any third party vendors.
520 $a Foreign language anxiety and motivation to learn a second or foreign language have been investigated for decades in many different contexts, but previous studies in this field were mainly cross-sectional, and quantitative in nature. The aim of this study was to investigate anxiety and motivation of science and engineering students studying English as a foreign language as part of their undergraduate studies in a Japanese university, in relation to their English proficiency and self-reported English ability. This is a two-year longitudinal study whereby I followed the same students in their first and second years of the undergraduate programme in order to examine changes in their anxiety and motivation over time. For the present study, I adopted a mixed methods research approach by utilising an explanatory sequential (QUAN-qual) design. The integration of two data sets was intended to provide a more complete in-depth picture of the issues under investigation with the qualitative phase aimed to explore in greater depth some aspects emerging from the quantitative data analysis. In the first phase, I administered the Foreign Language Classroom Anxiety Scale (FLCAS) and the Language Learning Orientation Scale (LLOS) to examine the students' foreign language anxiety and motivation. The respondents were also asked to evaluate their English ability. All first-year students from all the departments of the Faculty of Science and Engineering were invited to participate in the quantitative survey, except for my students. They were invited to participate in the same survey one year later. A total of 669 responses were obtained in the first year and 506 in the second year. The findings of the survey data analysis informed the design of the semi-structured interview protocol that was used in the second phase with 26 students (15 in the first year and 11 in the second year). The quantitative data was analysed statistically with the use of SPSS, and thematic analysis was performed for the purposes of qualitative data analysis. The results indicate that the students revealed higher levels of anxiety about communication compared with anxiety about tests. They were intrinsically motivated to communicate in English and also extrinsically motivated to learn English by finding it useful for their daily lives and academic career or by receiving some reward such as course credits. Although their tendencies regarding anxiety and motivation remained almost the same for two consecutive years, their anxiety increased and their motivation decreased in their second year. The students' self-reported English ability was negatively correlated with their anxiety levels and positively correlated with their motivation levels for two consecutive years, whereas their English proficiency levels were not necessarily correlated with their anxiety or motivation. The results appear to have derived from the participants' academic background (field of study) and learning context. As science or engineering students, their motivation levels slightly decreased due to their academic priority. On the other hand, they were used to talking with native English speakers but not used to giving presentations, which increased their anxiety levels in their second year.
590 $a School code: 0722.
650 4 $a Higher education. $3 641065
650 4 $a Asian students. $3 3557625
650 4 $a Self evaluation. $3 3435347
650 4 $a Culture. $3 517003
650 4 $a Achievement tests. $3 565866
650 4 $a Writing. $3 551664
650 4 $a Private schools. $3 1003110
650 4 $a Curricula. $3 3422445
650 4 $a English language. $3 516194
650 4 $a Verbal communication. $3 3560678
650 4 $a Anxieties. $3 3544556
650 4 $a Motivation. $3 532704
650 4 $a Reading. $3 516229
650 4 $a Educational evaluation. $3 526425
650 4 $a Educational psychology. $3 517650
650 4 $a Language arts. $3 532624
650 4 $a English as a second language. $3 516208
690 $a 0745
690 $a 0441
690 $a 0279
690 $a 0443
690 $a 0525
710 2 $a The University of Liverpool (United Kingdom). $3 1684840
773 0 $t Dissertations Abstracts International $g 83-09A.
790 $a 0722
791 $a Ed.D.
792 $a 2022
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29133015