Answering calls to map college-level proficiency development (Modern Language Association, 2007) and longitudinally chart language learning (Barkaoui, 2014; Ortega & Byrnes, 2008), we mapped the oral proficiency growth of 1,922 lower-division college students of Chinese, French, Russian, and Spanish (in the second, third, or fourth semester of…

Describes a study in which subjects varying in both language aptitude and attitudinal/motivational characteristics were studied to see how quickly they learned French vocabulary using a paired associates paradigm. Two different modes were used. In one, the stimuli were presented visually; in the other, they were presented aurally. All three…

The objective of this investigation was to examine the influence of self-efficacy and other motivational self-beliefs on the achievement of college intermediate French students (N= 303). Self-efficacy for self-regulation was a stronger predictor of intermediate French language achievement than were self-efficacy to obtain grades in French, French…

A study was conducted among college students of Spanish to determine whether certain linguistic and ethnic attitudes can predict proficiency in Spanish as a second language. Attitudinal data did not predict second language proficiency, but evidence suggested that a positive orientation toward the Chicano community was not necessary for the…

Examined self-determination theory (SDT) in the language learning context. Involved the development of a valid and reliable instrument to assess different subtypes of intrinsic and extrinsic motivation and explored the link between these motivational sub-types and various orientations to language learning. Showed instrumental orientation and the…