Accomplishment, Efficacy, Achievement, and Self-Directedness in Language Learning : Exploring the Effects of Agency-Tuned Self-Orienting Contexts in College EFL

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The present study probed the effects of utilizing self-orienting EFL contexts as part of a social constructivist ELT method at university. They comprised three sequential stages: present, present-future, and future life stages. They were introduced to college learners with the aim of facilitating, exemplifying, and demonstrating their self-development (authentic selfhood) and related communicability (self-focused and identity-valued productive and interactive language use). In this research milieu, the following was specifically examined: (1) perception of task-involved learning accomplishment, (2) development of self-efficacy, (3) enhancement of skill-targeted learning achievement, and (4) emergence of self-directed learning (SDL). Using a one-semester core English course with first-year college students at a national university (N=203), these objectives were scrutinized, with focus on yielded responses from the participants. In order to ascertain the salient difference in terms of language proficiency levels, the learners were divided into two different groups (upper and lower) using their G-TELP Level 3 test scores. As a result, both groups yielded a substantial level of self-efficacy (e.g., in language learning strategies, learning process, task accomplishment, identity formation), with no statistically significant differences emerging. Many of the participants reported their well-perceived sense of accomplishment by engaging with self-orienting EFL contexts. Skill-aimed language capabilities were also enhanced in both groups before and after using the contexts. Specifically, English speaking-focused communicability was improved from an insufficient level. Regarding SDL, the lower achievers in G-TELP scores exceeded higher ones in production-oriented language use such as speaking, writing, read-aloud, and kinetics.


  • Annual Review of English Learning and Teaching

    Annual Review of English Learning and Teaching (20), 31-61, 2015

    JACET Kyushu-Okinawa Chapter


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