ERIC Number: EJ1292157
Record Type: Journal
Publication Date: 2021-May
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0958-3440
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Available Date: N/A
Motivation, Self-Efficacy Beliefs, and Speaking Anxiety in Language MOOCs
ReCALL, v33 n2 p143-160 May 2021
This paper examines the role of motivation, anxiety, and self-efficacy beliefs and their interplay with regard to speaking on beginners' Spanish LMOOCs. It answers three research questions: (1) what are learners' motivations and goals for joining these LMOOCs and how do these relate to foreign language speaking anxiety; (2) how do learners' self-efficacy beliefs and anxiety levels change as a result of course completion; and (3) is there a correlation between motivation, foreign language speaking anxiety, and self-efficacy beliefs in this context? A mixed-methods research design used quantitative and qualitative data gathered from self-reflective questionnaires and forum discussions. The results reveal that learners with intrinsic motivation are more likely to complete the courses than those who sign up to manage a personal situation or advance in their career or studies. No direct correlation was, however, found between motivation and the other variables under scrutiny. Learners present higher self-efficacy beliefs at the end of the courses than at the beginning, while anxiety levels are affected to a much smaller degree by course completion. Although spoken interactions in this learning environment are not synchronous, apprehension and anxiety prevent many learners from fully participating in the speaking activities.
Descriptors: Second Language Learning, Spanish, Online Courses, Learning Motivation, Self Efficacy, Student Attitudes, Beliefs, Speech Communication, Anxiety, Student Participation, Novices, Computer Mediated Communication, Asynchronous Communication
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Publication Type: Journal Articles; Reports - Research
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Language: English
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