{"title":"Joseph Lo Bianco, Larissa Aronin (Eds.) (2020). Dominant LanguageConstellations: A New Perspective on Multilingualism. Springer — by Bessie Dendrinos","authors":"Bessie Dendrinos","doi":"10.31261/tapsla.12445","DOIUrl":"https://doi.org/10.31261/tapsla.12445","url":null,"abstract":"The review \u0000 ","PeriodicalId":37040,"journal":{"name":"Theory and Practice of Second Language Acquisition","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48948735","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Research in the academic context has revealed the positive roles of self-efficacy in teaching and learning, showing that a thorough understanding of self-efficacy is essential. In this study, the relationships between the four principal sources and the formation of self-efficacy belief proposed by Bandura (1997) are examined in order to further this understanding. Based on this, several empirical studies have attempted to explore these relationships in various fields, but the relevant research appears to have produced insufficient empirical data in the field of language learning to support the theory. Therefore, this study aims to investigate how these sources affect basic self-efficacy (BSSE) and advanced skill self-efficacy (ASSE) classified according to the difficulty of listening tasks in English. As many as 107 Korean university students participated in the study and mediation analysis was employed to examine the relationships. The results show that all four sources act as mediators of BSSE, and all but physiological and emotional states serve as mediators of ASSE. The findings support Bandura’s hypothesis and the pedagogical implications are discussed.
{"title":"Investigating the Roles of the Four Sources of Self-Efficacy Beliefs in an EFL Listening Context","authors":"Hyang-Il Kim","doi":"10.31261/tapsla.11581","DOIUrl":"https://doi.org/10.31261/tapsla.11581","url":null,"abstract":"Research in the academic context has revealed the positive roles of self-efficacy in teaching and learning, showing that a thorough understanding of self-efficacy is essential. In this study, the relationships between the four principal sources and the formation of self-efficacy belief proposed by Bandura (1997) are examined in order to further this understanding. Based on this, several empirical studies have attempted to explore these relationships in various fields, but the relevant research appears to have produced insufficient empirical data in the field of language learning to support the theory. Therefore, this study aims to investigate how these sources affect basic self-efficacy (BSSE) and advanced skill self-efficacy (ASSE) classified according to the difficulty of listening tasks in English. As many as 107 Korean university students participated in the study and mediation analysis was employed to examine the relationships. The results show that all four sources act as mediators of BSSE, and all but physiological and emotional states serve as mediators of ASSE. The findings support Bandura’s hypothesis and the pedagogical implications are discussed.","PeriodicalId":37040,"journal":{"name":"Theory and Practice of Second Language Acquisition","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44228322","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper brings together several important threads accounting for learning English as a foreign language, that is, language learning experience, material culture as an element of this experience as well as a component of the learning environment, motivation and music. Material culture has recently attracted the attention of researchers interested in foreign/second language learning and multilingualism because it provides a rich context for many multilingual practices. Longplay album covers are an excellent example of artefacts that combine the verbal with the material. Music and songs, pop songs in particular, are an important motivating factor in learning languages.The aim of this paper is to share with the reader the author and her generation’s encounters with pop music of the 1960s, focusing on language learning experience based on the material aspects of these encounters, that is, longplay record covers. The paper, then, is the author’s personal reflection based on her own experience as well as on the multiple discussions she has had with friends and colleagues whose teenage years spanned the 1960s. Also connections between music and language learning are discussed along with suggestions of activities capitalizing on learners’ interest in music in the teaching process.
{"title":"When “grass was greener”*: Longplay Album Covers and Learning English. A Retrospection","authors":"L. Piasecka","doi":"10.31261/tapsla.11788","DOIUrl":"https://doi.org/10.31261/tapsla.11788","url":null,"abstract":"This paper brings together several important threads accounting for learning English as a foreign language, that is, language learning experience, material culture as an element of this experience as well as a component of the learning environment, motivation and music. Material culture has recently attracted the attention of researchers interested in foreign/second language learning and multilingualism because it provides a rich context for many multilingual practices. Longplay album covers are an excellent example of artefacts that combine the verbal with the material. Music and songs, pop songs in particular, are an important motivating factor in learning languages.The aim of this paper is to share with the reader the author and her generation’s encounters with pop music of the 1960s, focusing on language learning experience based on the material aspects of these encounters, that is, longplay record covers. The paper, then, is the author’s personal reflection based on her own experience as well as on the multiple discussions she has had with friends and colleagues whose teenage years spanned the 1960s. Also connections between music and language learning are discussed along with suggestions of activities capitalizing on learners’ interest in music in the teaching process.","PeriodicalId":37040,"journal":{"name":"Theory and Practice of Second Language Acquisition","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48943555","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The main concern of this study was to investigate the effects of integrated reading and writing skills instruction on EFL learners' critical thinking skills achievement at Bahir Dar University. At this point, a quasi-experimental research design was employed, and 96 English majoring students as experimental (n = 48) and control (n = 48) groups participated in the study with a random assignment. Herein, the experimental group was instructed through integrated reading and writing skills instruction and the control group with the conventional method for consecutive 12 weeks, and then, 25 (twenty-five) pre and post-tests of critical thinking questions were employed to assess students’ achievement. Data were collected through tests, and then the Kappa inter-rater reliability and split-half tests were employed to compute the reliability and internal consistency of both tests respectively. Finally, the data were analyzed using an independent t-test, and then the result of the pre-test revealed that both experimental and control groups were homogenous in critical thinking skills’ achievement. However, after the treatment, the post-test results depicted that the experimental group significantly outscored the control group. In a nutshell, the study showed the supremacy of integrated reading and writing skills instruction over the conventional approach in enhancing students’ critical thinking skills achievement.
{"title":"Investigating Effects of Integrated Reading and Writing Skills Instruction in Enhancing Students’ Critical Thinking Skills in EFL Classroom","authors":"Ayalew Tilahun, Mulugeta Teka, Berhanu Simegn","doi":"10.31261/tapsla.10111","DOIUrl":"https://doi.org/10.31261/tapsla.10111","url":null,"abstract":"The main concern of this study was to investigate the effects of integrated reading and writing skills instruction on EFL learners' critical thinking skills achievement at Bahir Dar University. At this point, a quasi-experimental research design was employed, and 96 English majoring students as experimental (n = 48) and control (n = 48) groups participated in the study with a random assignment. Herein, the experimental group was instructed through integrated reading and writing skills instruction and the control group with the conventional method for consecutive 12 weeks, and then, 25 (twenty-five) pre and post-tests of critical thinking questions were employed to assess students’ achievement. Data were collected through tests, and then the Kappa inter-rater reliability and split-half tests were employed to compute the reliability and internal consistency of both tests respectively. Finally, the data were analyzed using an independent t-test, and then the result of the pre-test revealed that both experimental and control groups were homogenous in critical thinking skills’ achievement. However, after the treatment, the post-test results depicted that the experimental group significantly outscored the control group. In a nutshell, the study showed the supremacy of integrated reading and writing skills instruction over the conventional approach in enhancing students’ critical thinking skills achievement.","PeriodicalId":37040,"journal":{"name":"Theory and Practice of Second Language Acquisition","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41519896","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Mariusz Kruk and Mark Peterson (Eds.), New Technological Applications for Foreign and Second Language Learning and Teaching","authors":"Caterina Hauser","doi":"10.31261/tapsla.12089","DOIUrl":"https://doi.org/10.31261/tapsla.12089","url":null,"abstract":"","PeriodicalId":37040,"journal":{"name":"Theory and Practice of Second Language Acquisition","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42190987","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Book Review on Twelve Lectures of Multilingualism (2019) edited by David Singleton and Larissa Aronin","authors":"Pilar Safont","doi":"10.31261/tapsla.10425","DOIUrl":"https://doi.org/10.31261/tapsla.10425","url":null,"abstract":"It's a proposal for a Book Review","PeriodicalId":37040,"journal":{"name":"Theory and Practice of Second Language Acquisition","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41401622","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Generative note taking, being one of the strategies applied to manage difficult texts, requires not only comprehension and selection of information but also production. The current study focuses on note taking formats for a text read with the intention to summarise. Its focal aim is to improve both practical and theoretical understanding of this activity. It involves 103 second year English Department students, investigating how readers of FL engage with complex texts, how they were instructed in note taking and what note taking strategies they employ for comprehending academic texts. The analysis of the collected data attempts to indentify how readers’(n=103) translanguaging and transmedia (n=103) note taking formats help increase their engagement in and access to difficult texts in L2. It shows that the subjects have not transitioned from the paper interface to the digital one, since they still display the screen inferiority effect in their reading habits. The collected data shows that only some subjects (n=42/103) received some form of instruction in paper note taking techniques or digital applications facilitating note taking. The students were not able to enumerate more than 4 note taking applications which would be conducive to their formation of a coherent interpretation of the digital text they read. The author contends that overt note taking instruction in both paper and digital mode will create avenues for encouraging, interacting and engaging in reading. Instruction in that field needs to be modified with regard to digital note taking/annotating tools to make use of the note taking formats available for processing digitally interfaced texts.
{"title":"Development of Digital Literacy – Translanguaging and Transmedia Note Taking Formats for Academic Reading","authors":"Agnieszka Ślęzak-Świat","doi":"10.31261/tapsla.9629","DOIUrl":"https://doi.org/10.31261/tapsla.9629","url":null,"abstract":"Generative note taking, being one of the strategies applied to manage difficult texts, requires not only comprehension and selection of information but also production. The current study focuses on note taking formats for a text read with the intention to summarise. Its focal aim is to improve both practical and theoretical understanding of this activity. It involves 103 second year English Department students, investigating how readers of FL engage with complex texts, how they were instructed in note taking and what note taking strategies they employ for comprehending academic texts. \u0000The analysis of the collected data attempts to indentify how readers’(n=103) translanguaging and transmedia (n=103) note taking formats help increase their engagement in and access to difficult texts in L2. It shows that the subjects have not transitioned from the paper interface to the digital one, since they still display the screen inferiority effect in their reading habits. The collected data shows that only some subjects (n=42/103) received some form of instruction in paper note taking techniques or digital applications facilitating note taking. The students were not able to enumerate more than 4 note taking applications which would be conducive to their formation of a coherent interpretation of the digital text they read. \u0000The author contends that overt note taking instruction in both paper and digital mode will create avenues for encouraging, interacting and engaging in reading. Instruction in that field needs to be modified with regard to digital note taking/annotating tools to make use of the note taking formats available for processing digitally interfaced texts.","PeriodicalId":37040,"journal":{"name":"Theory and Practice of Second Language Acquisition","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41862434","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Sonja Babic, Sarah Mercer, Astrid Mairitsch, Johanna Gruber, Kirsten Hempkin
Teachers who experience high wellbeing in their workplace teach more effectively, have better relationships with learners, and high attainment among their learners (Mason, 2017). To understand what contributes to language teacher wellbeing, we examined the three pillars of positive psychology (Seligman, 2011) and drew in particular on work in Positive Organizational Scholarship (Cameron & Spreitzer, 2012) to explore institutional and personal factors which teachers perceived as influential for their wellbeing. The paper reports on insights from 15 language teachers in 13 different countries. This sampling technique ensured a diverse set of perspectives on this topic. Data were gathered through in-depth, semi-structured interviews which were analyzed using Thematic Analysis (Braun & Clarke, 2006). The analysis revealed five main themes the teachers perceived as relevant for their wellbeing including workplace culture, social relationships, sense of meaning and purpose, language teacher status, and physical wellbeing. The findings highlight that wellbeing is not just a personal and subjective phenomenon, but it is also collectively and socially determined. The study concludes with a reflection on implications for practice, policy makers, and school leaders as well as a consideration of issues of individuality to address in future research.
{"title":"Language Teacher Wellbeing in the Workplace","authors":"Sonja Babic, Sarah Mercer, Astrid Mairitsch, Johanna Gruber, Kirsten Hempkin","doi":"10.31261/tapsla.11514","DOIUrl":"https://doi.org/10.31261/tapsla.11514","url":null,"abstract":"Teachers who experience high wellbeing in their workplace teach more effectively, have better relationships with learners, and high attainment among their learners (Mason, 2017). To understand what contributes to language teacher wellbeing, we examined the three pillars of positive psychology (Seligman, 2011) and drew in particular on work in Positive Organizational Scholarship (Cameron & Spreitzer, 2012) to explore institutional and personal factors which teachers perceived as influential for their wellbeing. The paper reports on insights from 15 language teachers in 13 different countries. This sampling technique ensured a diverse set of perspectives on this topic. Data were gathered through in-depth, semi-structured interviews which were analyzed using Thematic Analysis (Braun & Clarke, 2006). The analysis revealed five main themes the teachers perceived as relevant for their wellbeing including workplace culture, social relationships, sense of meaning and purpose, language teacher status, and physical wellbeing. The findings highlight that wellbeing is not just a personal and subjective phenomenon, but it is also collectively and socially determined. The study concludes with a reflection on implications for practice, policy makers, and school leaders as well as a consideration of issues of individuality to address in future research. ","PeriodicalId":37040,"journal":{"name":"Theory and Practice of Second Language Acquisition","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48673888","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The processability account anticipates that learners will make more underpassivization errors than overpassivization errors since passivization entails more processing. Although one study on psych-verbs and a few on unaccusatives examined Turkish L2 learners’ acquisition, no research compared a single set of learners’ acquisitions of these verbs together from a processing point of view. In this regard, the current study aims to investigate whether the processing complexity of passivization influences acquisition of psych and unaccusative verbs. It also questions whether general accuracy levels in Grammaticality Judgement Task (GJT) and degree of familiarity with target verbs are related to their level of accuracy with individual psych and unaccusative verbs. 33 undergraduate-level university students performed on the GJT and a Word Familiarity Rating Task (WFRT). The GJT included 38 items with 12 sentences for psych-verbs, 12 sentences for unaccusative-verbs, 12 sentences for distracters and 2 sentences for examples. The WFRT was a survey questioning familiarity with 6 psych and 6 unaccusative verbs. To analyse the data, a set of nonparametric tests and descriptive statistics were used. The results revealed that learners performed mor The processability account anticipates that learners will make more underpassivization errors than overpassivization errors since passivization entails more processing. Although one study on psych-verbs and a few on unaccusatives examined Turkish L2 learners’ acquisition, no research compared a single set of learners’ acquisitions of these verbs together from a processing point of view. In this regard, the current study aims to investigate whether the processing complexity of passivization influences acquisition of psych and unaccusative verbs. It also questions whether general accuracy levels in Grammaticality Judgement Task (GJT) and degree of familiarity with target verbs are related to their level of accuracy with individual psych and unaccusative verbs. 33 undergraduate-level university students performed on the GJT and a Word Familiarity Rating Task (WFRT). The GJT included 38 items with 12 sentences for psych-verbs, 12 sentences for unaccusative-verbs, 12 sentences for distracters and 2 sentences for examples. The WFRT was a survey questioning familiarity with 6 psych and 6 unaccusative verbs. To analyse the data, a set of nonparametric tests and descriptive statistics were used. The results revealed that learners performed more accurately on unaccusatives than on psych-verbs. They did more underpassivization errors by accepting ungrammatical active constructions of psych verbs. Their performances on psych and unaccusative verbs went parallel with their general accuracy levels in GJT while their degree of familiarity with and accuracy level for two verbs do not correlate with each other.The results suggest that such factors as processability and L1 transfer seem to impact the acquisition. Keywords:Second la
{"title":"Turkish EFL Learners’ Acquisition of Psych Verbs and Unaccusative Verbs: A Replication Study on Underpassivization and Overpassivization","authors":"Seray Tanyer, Samet Deniz","doi":"10.31261/tapsla.10353","DOIUrl":"https://doi.org/10.31261/tapsla.10353","url":null,"abstract":"The processability account anticipates that learners will make more underpassivization errors than overpassivization errors since passivization entails more processing. Although one study on psych-verbs and a few on unaccusatives examined Turkish L2 learners’ acquisition, no research compared a single set of learners’ acquisitions of these verbs together from a processing point of view. In this regard, the current study aims to investigate whether the processing complexity of passivization influences acquisition of psych and unaccusative verbs. It also questions whether general accuracy levels in Grammaticality Judgement Task (GJT) and degree of familiarity with target verbs are related to their level of accuracy with individual psych and unaccusative verbs. 33 undergraduate-level university students performed on the GJT and a Word Familiarity Rating Task (WFRT). The GJT included 38 items with 12 sentences for psych-verbs, 12 sentences for unaccusative-verbs, 12 sentences for distracters and 2 sentences for examples. The WFRT was a survey questioning familiarity with 6 psych and 6 unaccusative verbs. To analyse the data, a set of nonparametric tests and descriptive statistics were used. The results revealed that learners performed mor \u0000The processability account anticipates that learners will make more underpassivization errors than overpassivization errors since passivization entails more processing. Although one study on psych-verbs and a few on unaccusatives examined Turkish L2 learners’ acquisition, no research compared a single set of learners’ acquisitions of these verbs together from a processing point of view. In this regard, the current study aims to investigate whether the processing complexity of passivization influences acquisition of psych and unaccusative verbs. It also questions whether general accuracy levels in Grammaticality Judgement Task (GJT) and degree of familiarity with target verbs are related to their level of accuracy with individual psych and unaccusative verbs. 33 undergraduate-level university students performed on the GJT and a Word Familiarity Rating Task (WFRT). The GJT included 38 items with 12 sentences for psych-verbs, 12 sentences for unaccusative-verbs, 12 sentences for distracters and 2 sentences for examples. The WFRT was a survey questioning familiarity with 6 psych and 6 unaccusative verbs. To analyse the data, a set of nonparametric tests and descriptive statistics were used. The results revealed that learners performed more accurately on unaccusatives than on psych-verbs. They did more underpassivization errors by accepting ungrammatical active constructions of psych verbs. Their performances on psych and unaccusative verbs went parallel with their general accuracy levels in GJT while their degree of familiarity with and accuracy level for two verbs do not correlate with each other.The results suggest that such factors as processability and L1 transfer seem to impact the acquisition. \u0000Keywords:Second la","PeriodicalId":37040,"journal":{"name":"Theory and Practice of Second Language Acquisition","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47922268","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Interest and self-efficacy beliefs are important components of motivational constructs that share some common characteristics and influence learning. Studies examining how these two relate to each other, however, appear to be few, especially in the area of language learning. To fill this gap, this study aims to investigate how interest in learning English and proficiency influence self-efficacy in listening, using a pre/post-design. This study focused on exploring the role of interest on the development of self-efficacy in 107 EFL Korean university students, with a low-intermediate English proficiency. Despite the participants' proficiency, they were found to possess and maintain relatively high interest over the English course they were enrolled in. Regression analyses revealed that, unlike at the beginning of the course, individual interest was found to be a significant factor in the development of advanced skill self-efficacy around the end of the semester, even predicting it more than proficiency did.
{"title":"The Impact of Individual Interest and Proficiency on Self-Efficacy Beliefs in Foreign Language Listening","authors":"Hyang-Il Kim","doi":"10.31261/tapsla.11162","DOIUrl":"https://doi.org/10.31261/tapsla.11162","url":null,"abstract":"Interest and self-efficacy beliefs are important components of motivational constructs that share some common characteristics and influence learning. Studies examining how these two relate to each other, however, appear to be few, especially in the area of language learning. To fill this gap, this study aims to investigate how interest in learning English and proficiency influence self-efficacy in listening, using a pre/post-design. This study focused on exploring the role of interest on the development of self-efficacy in 107 EFL Korean university students, with a low-intermediate English proficiency. Despite the participants' proficiency, they were found to possess and maintain relatively high interest over the English course they were enrolled in. Regression analyses revealed that, unlike at the beginning of the course, individual interest was found to be a significant factor in the development of advanced skill self-efficacy around the end of the semester, even predicting it more than proficiency did. ","PeriodicalId":37040,"journal":{"name":"Theory and Practice of Second Language Acquisition","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43509954","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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