Examining the effects of differential instructional methods on the model of foreign language achievement

Tae Il Pae, Sang Keun Shin

Research output: Contribution to journalArticlepeer-review

8 Scopus citations

Abstract

The purpose of the present study was to examine the effects of differential instructional methods on the relationships between intrinsic and extrinsic motivations (IM and EM, respectively), self-confidence, motivation, and English as a foreign language (EFL) achievement for a sample of Korean university students and their teachers. To this end, two instructional groups, communicative and conventional, were selected based on the agreed judgment of both the teachers and their students. The study results showed that EM was related to EFL achievement through motivation regardless of the teachers' communicative orientations, whereas IM showed a relation to EFL achievement through motivation and self-confidence only in a classroom promoting communicative approach of language teaching. These results provided empirical evidence for the effects of differential instructional methods moderated on the structural relationships between SDT variables, self-confidence, motivation, and EFL achievement. The implications of these findings in relation to the EFL classroom are also presented.

Original languageEnglish
Pages (from-to)215-222
Number of pages8
JournalLearning and Individual Differences
Volume21
Issue number2
DOIs
StatePublished - Apr 2011

Keywords

  • Instructional methods
  • Second language achievement
  • Second language motivation
  • Self-determination theory
  • Structural equation modeling

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