1994 Motivation, Self Confidence, and Group Cohesion in The Foreign Language Classroom
1994 Motivation, Self Confidence, and Group Cohesion in The Foreign Language Classroom
1994 Motivation, Self Confidence, and Group Cohesion in The Foreign Language Classroom
4 1 7 4 4 8
This research was supported in part by a grant from the Social Sciences and
Humanities Research Council of Canada to R. Clement and by a grant from
the Runganan Scientific Foundation to 2. Dornyei. We express our gratitude
to the teachers and students of the Budipest Schools who participated in this
study, to Emese Kopphy, E1er.a Mihu, Nelli SzakBcs, and Ildik6 Szigeti for
their assistance in collecting and analyzing the data, and to Peter MacIntyre
for his comments on a previous version of this paper.
Correspondence regarding this article should be addressed to Richard
Ckment, School of Psychology, University of Ottawa, Ottawa, Ontario, K1N
6N5,Canada. E-mail: rxcchQacadvm 1.uottawa.ca
417
418 Language Learn ing Vol. 44, No. 3
An Integrative Motive
Method
Participants
The participants were 301 (117 males; 182 females; 2 with
missing gender tlata) secondary-school pupils (in 21 groups) regis-
tered in 11 different schools in various parts of Budapest. Special
care was taken t o select a mixture of schools in terms of both
prestige and location. The participating students were all in the
third (second last) year of their secondary school instruction
(gimnaziurn;ages 17-18) and all studied English a s part of their
official school curriculum, which was the same for all groups (i.e.,
no classes with specialized or intensive EFL syllabi were included).
They evaluated the English proficiency of their mothers and fathers
as vi&ually nil (median=2, on an 8-point scale, in both cases).
Materials
Students’ Questionnaire
glish teacher using twelve 7-point, bipolar scales that assessed the
teacher’s competence (two items; a=.77), rappoi-t (three items;
a=.84), motivation (two items; a=.71)and teaching styldpersonal-
ity (five items; a=.78)
Bnglish course evaluation. The student evaluated the En-
glish course using seven 7-point, bipolar scales that assessed its
attractiveness (three items; a=.82),difficulty .(one item, reversed
scoring) and relevancdusefulness (two items; a=.83).
Self-evaluation of English language ability. Using four 6-
point scales, participants indicated how well they could use English,
in terms of reading, writing, speaking, and comprehension. A high
score suggests that the individual feels very competent in English
(a=.79).
Teachers’ Questionnaire
Procedure
Results and.Discussion
Orientations
fit t o the data (Carmines & McIver, 1981). The pattern matrix,
430 Language Learning Vol. 44, No. 3
Table l a
Factor Analysis Summary of Orientation Items:
Oblimin Rotated Factor Pattern Matrix, Communalities (h2),and
E igen u a I ues
Factor
1 2 3 4 5 h2
Table l b
Factor Analysis Summary of Orientation Items:
Factor Correlation Matrix
Factor
Factor 1 2 3 4 5
1. Xenophilic 1.00
2. Identification .16 1.00
3. Sociocultural .51 .24 1.00
4. In strumen tal-Kn ow 1edge 15 .07 .02 1.00
5. English Media .19 .ll .07 .23 1.00
Table 2
’
Attitude, Achievement, and Motivation Indices: Varimax Rotated
Factor Matrix, Communalities (h2),and Eigenvalues
Factors
1 2 3 4 5 h2
Table 3
Correlations Between Components of Self-Confidence and
Classroom Variables
Table 4
Correlations Between Attitudes, Motivation, Self-Confidence, and
Aspects of the Classroom
E-A LE OR SC IM CS CT
Attitude & Effort Index .38** .32** .24* .47** .40** .ll .09
English Achievement . .32** .18* .53** .17* .OO,’ .26**
Learning Environment .03 .12* .08 .30** .62**
Orientations .23* .40**-.04 .02
Self-confidence .21* .02 .10
Integrative Motive .07 -.11
Cohesion (Student’s) .20*
Cohesion (Teacher’s) 1.00
EA=English Achievement; LE=Learning Environment; OR=Orientation;
SC=Self-Confidence; IM=Integrative Motive; CS=Cohesion (student’s rat-
ing)’ CT=Cohesion (teacher’s rating)
n=301
*pc.05, two-tailed. **pc.Ol, two-tailed.
Motivation
Appraisal of
Classroom Environment
Pedagogical Implications
Notes
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