Foreign Language Achievement Research Articles

How do high-achieving students learn languages online?

The impact of language learning strategy use on achievement has been extensively researched in the traditional foreign language classroom. However, little is known about this topic in the context of online learning. In addition, previous research has focused primarily on English as a foreign or second language. This study fills these gaps by investigating the use of language learning strategies by students taking a beginner-level online course in a foreign language other than English at a Swedish university. The study examined the extent to which students used language learning strategies, whether age was related to the use of language learning strategies, and whether language learning strategy use increased the likelihood of foreign language achievement, operationalised as receiving the highest final course grade. Participants (n= 108), aged 19–76 years (M = 37.6), completed the Strategy Inventory for Language Learning (Oxford, 1990). Three main findings emerged from the study. First, the students used metacognitive strategies most frequently, which could be explained by the fact that the online format requires great learner autonomy. Second, age was negatively but weakly related to the use of memory and affective strategies. Third, the use of cognitive strategies significantly increased the likelihood of foreign language achievement almost tenfold. Thus, this category of strategies appeared to be a strong predictor of achievement among the study participants.

Perceptual Learning Style Preferences (PLSP) and their Relationship with English Foreign Language Achievement

This study aimed at shedding more light on the roles of perceptual learning style preferences (PLSP) on EFL achievement. The study applied quantitative approach and correlational design. Selected using simple random sampling, 180 grade eleven students were participants of the study. The study employed Reid’s (1984) PLSPQ, and students’ semester final exam results to measure PSLP and FLA, respectively. Six units of grade eleven English textbook was as secondary data. Findings of the study revealed that the major PLSP of the students was group followed by visual, minor PLSP, and negligible others four. Moreover, the activities addressed by the teaching material were found incongruent with the perceived learning styles. Furthermore, results of One-way ANOVA confirmed that PLSP is significantly related with FLA. It was implied that the construct PLSP need to be considerably reflected in the instructional materials preparation towards the EFL students’ success. As a mismatch between activities of teaching materials would result in learners’ failure, teaching materials need to be geared towards PSLP dimensions. Teachers are expected to identify students’ ways of learning and apply accommodating strategies to address individual differences in the classroom in terms of PLSP dimensions.

Perceptual Learning Style Preferences (PLSP) and their Relationship with English Foreign Language Achievement

This study aimed at shading more light on the roles of perceptual learning style preferences (PLSP) on EFL achievement. The study applied quantitative approach and correlational design. Selected using simple random sampling, 180 grade eleven students were participants of the study. The study employed Reid’s (1984) PLSPQ, and students’semester final exam results to measure PSLP and FLA, respectively. Six units of grade eleven English textbook was as secondary data. Findings of the study revealed that the major PLSP of the students was group followed by visual, minor PLSP, and negligible others four. Moreover, the activities addressed by the teaching material were found incongruent with the perceived learning styles. Furthermore, results of One-way ANOVA confirmed that PLSP is significantly related with FLA. It was implied that the construct PLSP need to be considerably reflected in the instructional materials preparation towards the EFL students’ success. As a mismatch between activities of teaching materials would result in learners’ failure, teaching materials need to be geared towards PSLP dimensions. Teachers are expected to identify students’ ways of learning and apply accommodating strategies to address individual differences in the classroom in terms of PLSP dimensions.

Exploring the Effect of Language-related Academic Emotions on Foreign Language Achievement: A Systematic Review and Meta Analysis

Language-related academic emotions, especially foreign language anxiety (FLA) and foreign language enjoyment (FLE) have been widely explored, and foreign language boredom (FLB) has gradually attracted more and more attention. Previous research has examined the relationship between language-related academic emotions (FLE, FLA, and FLB) and language performance, but the findings have been inconsistent. By synthesizing the existing literature, we aim to provide a clearer understanding of the relationship between these emotions and language performance. Thirty-nine studies with 130 independent samples from 9 countries and 91,405 participants were included in our meta-analysis. The results show that FLE has a positive impact on foreign language achievement(r=0.339), while FLA and FLB have negative impacts (r=-0.259 and r=-0.288, respectively). FLE emerges as the most significant factor affecting foreign language achievement. Subgroup analyses and meta-regression analysis were performed to examine potential moderators, revealing that age and linguistic differences do not have a significant impact on this relationship, but education level and the type of achievement measure play a crucial role in mediating the effects of FLE and FLA on language achievement. The findings provide evidence for the effectiveness of language-related emotions on language achievement and have important implications for language learning research and practice.

Foreign Language Learning Boredom: Refining its Measurement and Determining its Role in Language Learning

Abstract This cross-sectional and longitudinal study sought to refine the measurement of foreign language learning boredom (FLLB) and examine its links with overall/skill-specific second and foreign language (L2) achievement (curriculum-based course exam scores) and proficiency (Cambridge English test scores). In Substudy 1, we developed and validated an 11-item Foreign Language Learning Boredom Scale–Short Form among secondary and tertiary English as a foreign language (EFL) learners in China (n1 = 2,223, n2 = 504, n3 = 934, n4 = 1,109). The scale showed sound psychometric properties (i.e., construct/criterion/convergent/discriminant/predictive validity, reliability, and measurement invariance across time and groups). In Substudy 2, structural equation modeling results show that FLLB had a consistent modest negative effect on overall and skill-specific (vocabulary and grammar, listening, reading, and writing) L2 achievement and proficiency (n4 = 1,109). Substudy 3 was a 12-month three-semester longitudinal investigation (n4 = 1,109). Cross-lagged panel modeling results show that L2 achievement predicted subsequent FLLB negatively, while FLLB did not predict subsequent L2 achievement.

Enhancing International Postgraduate Students’ Foreign Language Enjoyment through Oral Corrective Feedback in Chinese Online Classes

Although foreign language enjoyment (FLE) can foster foreign language (FL) learning, FLE resulting from effective pedagogical approaches remains understudied. This study explored whether oral corrective feedback (OCF) can stimulate fluctuations in FLE. The study examined whether foreign language achievement (FLA) improves because of OCF. Sixty-five international postgraduate students were randomly assigned to the experimental and control groups. A modified version of the Foreign Language Enjoyment Scale was used to measure the FLE levels of learners of Chinese as a foreign language. Results revealed that participants’ FLE and FLA in the experimental group increased compared with that of the control group. Semi-structured interview results suggested that teachers’ explicit correction and recasts with metalinguistic feedback increased FLE in learners and facilitated their FLA. Finally, pedagogical implications for FL education and future research orientations were discussed.

The Correlation Between Language Anxiety And Foreign Language Achievement Among Undergraduate Students At The University Of Tabuk

English language learning attracts individuals from diverse linguistic backgrounds due to a global demand and is seen as a gateway to academic and professional success. Language anxiety is seen as a reoccurring issue among these learners of foreign languages. This research paper examines the relationship between language anxiety and foreign language achievement of learners by conducting a quantitative study with a sample of 80 undergraduate students at the University of Tabuk-Haql College using a scale (FLCAS) to measure the levels of anxieties induced in the process of foreign language learning. A survey questionnaire was developed using Achievement Emotions Questionnaire (AEQ). The results of the research revealed a negative correlation between the two variables, stressing that language anxiety is a hindering factor in language achievement. There was no statistical difference found in FLA and its effect on language achievement based on gender among the students. The findings of the present research emphasize the significance of equipping educators with the tools to assess language anxiety among learners effectively. Foreign language anxiety can be reduced in learners by creating a supportive classroom environment, fostering encouragement, and developing interventions for situation specific anxiety such as fear of making mistakes and classroom participation can lead to more successful and confident language learners.

Exploring factors affecting foreign language achievement: The role of growth mindset, self-efficacy, and L2 grit

This study investigated the effects of growth mindset and self-efficacy on foreign language achievement (FLA) in a sample of 379 intermediate learners of English as a foreign language (EFL) while also incorporating the mediation of second language (L2) grit in a structural model. The measurement model was examined using confirmatory factor analysis, and mediation analysis was conducted following Baron and Kenny’s (1986) method to explore the mediating role of L2 grit in the relationship between growth mindset, self-efficacy, and FLA. The results revealed that both L2 grit and English self-efficacy directly predicted FLA. Moreover, the mediation analysis revealed that growth mindset influenced FLA indirectly through the mediating role of L2 grit. These findings suggest that fostering growth mindset and self-efficacy beliefs in language learners could enhance their FLA, and that the development of L2 grit may play a significant role in mediating the relationship between growth mindset and FLA. Implications of these results for language education are discussed, and suggestions for future research are considered.

A Bayesian network-based study of the correlation between students’ study habits and foreign language performance

Abstract Exploring the relationship between students’ study habits and foreign language performance is of great significance to the field of education, this paper investigates the correlation between students’ study habits and foreign language performance, and uses Bayesian networks to construct a labeled correlation model of study habits and their effects on foreign language performance. A multi-labeled Bayesian network model was built to assess the impact of different study habits on foreign language achievement by collecting and analyzing data on study habits and foreign language achievement of 110 college and university students. In this study, there was a significant positive correlation between the characteristics of learning behaviors in class (e.g., pre-study and review) and foreign language achievement, with correlation coefficients of 0.366 and 0.411, respectively, while the association between the characteristics of life behaviors (e.g., sleep and diet) and foreign language achievement was relatively weak. The study also showed a high positive correlation (0.283) between positive attitudes towards school and foreign language achievement. Through Bayesian network analysis, this paper further confirms the importance of good study habits in improving academic performance in foreign languages. By optimizing students’ study habits and extracurricular learning behaviors, the study can effectively enhance foreign language learning outcomes.

The Relationship between Anxiety and Foreign Language Achievement in College Foreign Language Classrooms—A Case Study Based on Feedback Scenarios

The Relationship between Anxiety and Foreign Language Achievement in College Foreign Language Classrooms—A Case Study Based on Feedback Scenarios

The Relationship between Senior High School Students’ Foreign Language Learning Boredom and English Achievement

This study aims to examine how Foreign Language Learning Boredom (FLLB) is related to foreign language achievement of Chinese senior high school students in an English as a foreign language context. Informed by the control-value theory, the questionnaire of FLLB was administered to 128 senior high school Chinese students in grade one. Analysis of the questionnaire data and the final English exam scores shows that FLLB among senior high school students in China was at a medium level. Specifically, of the seven dimensions, the level of PowerPoint presentation boredom was the highest, while the level of Teacher-dislike boredom was the lowest; a negative correlation was found between students’ FLLB and English achievement. Of seven dimensions, foreign language classroom boredom, under-challenging task boredom, homework boredom, general learning trait boredom, and over-challenging or meaningless task boredom were significantly relevant to English final exam scores. Moreover, FLLB contributed significantly to the negative prediction of English test scores.

Correlation between Foreign Language Classroom Anxiety and Foreign Language Achievement of Freshman and Teaching Enlightenment: A Case Study of Chinese Medical Students

Anxiety in foreign language study is a kind of situational anxiety, which is called foreign language classroom anxiety(FLCA).It can be classified into three dimensions: communication anxiety, negative evaluation anxiety and test anxiety. In this paper, the Horwitz Foreign Language Classroom Anxiety Scale (FLCAS) was conducted on 273 freshmen majoring in medicine in medical colleges by random sampling. The results indicated that there is a significant positive correlation between students' communication anxiety, negative evaluation anxiety and English achievement. When students' communicative and negative evaluation anxiety level is increasing, their English learning achievement will also show an upward trend. On the contrary, students' test anxiety and English learning achievement has significant negative correlation. When students' test anxiety level continues to increase, their corresponding English achievement will show a downward trend. And it was found that communication anxiety accounted for the highest proportion among the three dimensions. Accordingly, this paper proposes some teaching Enlightenments aimed at relieving medical students' anxiety in college English class. This study conducted a preliminary study of specific anxieties present in a foreign language learning classroom. The findings provide evidence to elucidate the characterization of anxiety and its effects.

HOW SOCIAL SUPPORT AFFECTS CHINESE ENGLISH-LANGUAGE LEARNERS’ LEARNING ACHIEVEMENT? A MEDIATIONAL ANALYSIS

While previous research has shown that perceived social support (PSS) influences students’ learning achievement, there is limited research in the field of English as a foreign language (EFL). This study aims to examine the role of emotions, specifically foreign language enjoyment (FLE), as a mediator between PSS and EFL achievement. The study included 477 seventh and eighth grade students (average age of 13.68 and a standard deviation of 0.61, with 49.5% girls). Using bootstrap analysis, it was found that FLE fully mediates the relationship between PSS and EFL learning achievement, while the direct effect from PSS to academic achievement is not statistically significant. These findings provide empirical support for the existing literature's theoretical assumptions, which suggest that supportive social relationships impact foreign language achievement through affective pathways.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0072/a.php" alt="Hit counter" /></p>

The association between socioeconomic status and Chinese secondary students’ English achievement: mediation of self-efficacy and moderation of gender

Abstract This research explored the mediation of self-efficacy and moderation of gender between socioeconomic status (SES) and foreign language (FL) achievement. A total of 8,906 Chinese secondary students (50.7 % males) completed socioeconomic status (SES) questionnaire, English self-efficacy scale, English achievement test, and demographic questionnaire. Multilevel regression model showed that SES was positively associated with English achievement both at student and school levels. The multilevel mediation model demonstrated that English self-efficacy partially mediated the link between SES and English achievement only at student level, and the mediation effect accounted for 30 % of the total effect. Moreover, the link between SES and English achievement was moderately influenced by gender. Specifically, boys’ English achievement was more significantly impacted by SES compared to that of girls. These findings underscore a gender disparity in the impact of SES on FL achievement, advocating for targeted interventions specifically aimed at students from low-SES backgrounds, particularly males.

The Effect of Using Artificial Intelligence and Digital Learning Tools based on Project-Based Learning Approach in Foreign Language Teaching on Students' Success and Motivation

The aim of this study is to determine the effect of digital tools and artificial intelligence applications on the achievement, motivation and retention of university students on the basis of project-based teaching approach in foreign language course. Pre-test post-test experimental design with control group was used as the method in the study. A total of 64 (32 experimental, 32 control) second-year students studying at the universities in Almaty, Kazakhstan participated in the study. The participants were divided into two groups as control and experimental groups. Foreign language Achievement Test and Motivation Scale for foreign language were used as data collection tools. In the research, in the experimental group, applications were carried out with digital tools and artificial intelligence on the basis of project-based learning approach. In the control group, the foreign language course was carried out with the traditional teaching approach. The application lasted eight weeks in total. The results of the analysis showed that the applications carried out in the experimental group had positive effects on the students' foreign language course achievement and motivation. On the basis of the project-based learning approach, digital tools and artificial intelligence applications not only contributed positively to students' achievement and motivation, but also ensured the retention of what was learned. Finally, suggestions for future research were developed in the study.

Ideal L2 self and foreign language achievement: The mediating roles of L2 grit and foreign language enjoyment

Ideal L2 self and foreign language achievement: The mediating roles of L2 grit and foreign language enjoyment

Teacher expectations and ethnic minority students’ second language and foreign language learning

ABSTRACT This study investigated whether teacher expectations had significant effects on ethnic minority students’ second language and foreign language learning in senior high schools. The participants of this study were 52 teachers and 836 ethnic minority students from 10 senior high schools in southwest China. Data of teacher expectations for students’ second language achievement, teacher expectations for students’ foreign language achievement, students’ prior achievement in a standardized test of the second language and foreign language at the beginning of senior high school, and students’ achievement in a standardized test of the second language and foreign language at the end of senior high schools were collected respectively. Regression analysis showed that with students’ prior achievement being controlled, 1) teacher expectations had significant effects on ethnic minority students’ foreign language learning, but 2) teacher expectations were not closely related to ethnic minority students’ second language learning, suggesting a moderation effect of the subject. Implications for expectancy theories and multilingual instructions are further discussed.

Relationship between Perceived Teacher Support and Learning Engagement in EFL Context: The Mediating Role of Achievement Emotions

The facilitative effect of teacher support on students’ consequential learning outcomes has been validated across student populations at all levels. However, few studies have explored the mediating mechanisms between teacher support and learning engagement, especially in English as a foreign language (EFL). The present study seeks to explore whether achievement emotions mediated the relationship between teacher support and learning engagement in learning EFL. Data were collected from 527 Chinese secondary EFL learners in Grades 7 and 8 through convenience sampling. Results of structural equation modelling (SEM) and mediation analysis showed that perceived teacher support was significantly associated with foreign language (FL) achievement emotions. FL achievement emotions, in turn, predicted learning engagement. These findings add to the evidence base for the beneficial effect of teacher support on EFL learners’ learning engagement. Implications and directions for future studies are discussed

Libyan University Students’ Language Learning Strategy Use and Their Language Achievement

A common phenomenon of continuous innovations in the field of ESL or EFL is learner-centred education. One of these innovations increasingly catching the attention of researchers is Language learning strategies. However, as researchers carry out studies in this area, and as the pool of diverse findings rises, further gaps are opened, calling for research interventions. This is basically because of the broad nature of Language Learning Strategies (LLSs) with their context-mediated influences. On this background, the present research intended to investigate the extent of relationships between LLSs and university students’ achievement in Libya. The population of the study included 571 students from the Department of English at the Faculty of Arts and the Faculty of Education, and from all the departments of the Faculty of Medical Technology. 309 subjects were randomly selected from the population. The instrument of data collection was the SILL (strategy inventory for language learning, adopted from Oxford (1989). Data analysis was done using t-tests. The findings revealed that memory strategy and cognitive strategy both have significant impacts on the foreign language achievement of the learners, while the use of compensation, metacognitive, affective, and social strategies do not significantly impact the achievement of EFL learners.

Communication Apprehension, Privacy Preferences and L2 Willingness to Communicate: Can They Predict Communication Ability?

Being able to communicate can play an important role in achieving the desired goals in today’s world. This study investigated the interrelationships between communication apprehension (CA), privacy preferences (Pr), L2 WTC, and foreign language achievement (FLA) of learners as an indicator of their communication ability. Besides, the differences between males and females regarding these variables were examined. To this end, we administered three questionnaires to 250 English learners. Pearson’s correlation, t-test, and Structural Equation Modeling (SEM) were employed to analyze the data. The findings revealed that CA has a significant negative relationship with FLA. Considering Pr, FLA had a significant negative relationship with Anonymity. WTC and its subscales demonstrated a significant positive association with FLA. The results of the SEM denoted that CA is a negative predictor of L2 WTC, and FLA; L2 WTC positively predicted FLA; and privacy preferences neither predicted L2 WTC nor FLA. Regarding gender, the results indicated that males had a higher level of preference for Intimacy with Friends, WTW, and WTC.