Startseite When are performance-approach goals more adaptive for Chinese EFL learners? It depends on their underlying reasons
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When are performance-approach goals more adaptive for Chinese EFL learners? It depends on their underlying reasons

  • Banban Li ORCID logo EMAIL logo , Jeannine E. Turner , Jin Xue ORCID logo und Jin Liu ORCID logo EMAIL logo
Veröffentlicht/Copyright: 9. Mai 2022
International Review of Applied Linguistics in Language Teaching
Aus der Zeitschrift International Review of Applied Linguistics in Language Teaching Band 61 Heft 4

Abstract

It has been debated for years whether performance-approach goals represents a maladaptive form of students’ motivation. Recently, researchers proposed that students’ reasons underlying their performance-approach goals may further our understanding of the nature of these goals (goal complexes). With a sequential explanatory mixed-method approach, we examined the function of performance-approach goal complexes on students’ L2 self-efficacy and anxiety, by surveying 283 Chinese college EFL-learners and conducting semi-structured interviews with six purposefully-selected students. Quantitative analyses showed that our data partly supported the proposed mediation model. Students’ controlled reasons to have performance-approach goals showed a significant direct effect on both their L2 anxiety (positively) and L2 self-efficacy (negatively). Conversely, students’ autonomous reasons showed a positive effect on their L2 self-efficacy, and a negative effect on their L2 anxiety, indirectly through their performance-approach goals. Qualitative interviews provided further insights into the mechanism of the model. Pedagogical implications and directions for future studies are discussed.

Keywords: goal complex; L2 anxiety; L2 self-efficacy; performance-approach goals
Corresponding author: Banban Li, School of Foreign Studies, University of Science and Technology Beijing, 30# Xueyuan Road, Haidian District, Beijing 100083, China, Email: Jin Liu, School of Humanities and Social Sciences, Beijing Institute of Technology, Zhongguancun, Haidian, Beijing 100081, China, Email:

Funding source: MOE (Ministry of Education in China) Project of Humanities and Social Sciences

Award Identifier / Grant number: 21YJC740024

Funding source: The Fundamental Research Funds for the Central Universities and the Youth Teacher International Exchange & Growth Program

Award Identifier / Grant number: QNXM20210054

  1. Research funding: This work is supported by the MOE (Ministry of Education in China) Project of Humanities and Social Sciences (NO. 21YJC740024) and Fundamental Research Funds for the Central Universities and the Youth Teacher International Exchange & Growth Program (NO. QNXM20210054).

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Supplementary Material

The online version of this article offers supplementary material (https://doi.org/10.1515/iral-2021-0208).

Received: 2021-11-30
Accepted: 2022-04-11
Published Online: 2022-05-09
Published in Print: 2023-11-27

© 2022 Walter de Gruyter GmbH, Berlin/Boston

Artikel in diesem Heft

  1. Frontmatter
  2. Research Articles
  3. Investigating the impact of task complexity on uptake and noticing of corrective feedback recasts
  4. Consequences of the comparative fallacy for the acquisition of grammatical aspect in Spanish
  5. Incorporating peer feedback in writing instruction: examining its effects on Chinese English-as-a-foreign-language (EFL) learners’ writing performance
  6. Listener engagement: the missing link in research on accented speech
  7. Enhancing English spatial prepositions acquisition among Spanish learners of English as L2 through an embodied approach
  8. Lexical and grammatical collocations in beginning and intermediate L2 argumentative essays: a bigram study
  9. When concept-based language instruction meets cognitive linguistics: teaching English phrasal verbs with up and out
  10. Validation of a multiple-choice implicature test: insights from Chinese EFL learners’ cognitive processes
  11. A longitudinal study of topic continuity in Chinese EFL learners’ written narratives
  12. Miscommunicated referent tracking in L2 English: a case-by-case analysis
  13. Rule-based or efficiency-driven processing of expletive there in English as a foreign language
  14. When are performance-approach goals more adaptive for Chinese EFL learners? It depends on their underlying reasons
  15. Teaching L2 Spanish idioms with semantic motivation: should this be done proactively or retroactively?
  16. Role of individual differences in incidental L2 vocabulary acquisition through listening to stories: metacognitive awareness and motivation
  17. Measuring and profiling Chinese secondary school English teachers’ language mindsets: an exploratory study of non-native teachers’ perceived L2 proficiency loss
  18. The role of working memory in the effects of models as a written corrective strategy
  19. Comparing motivational features between feedback givers and receivers in English speaking class
  20. Examining resilience in EFL contexts: a survey study of university students in China
  21. High school EFL teachers’ oral corrective feedback beliefs and practices, and the effects of lesson focus
  22. L3 acquisition of aspect: the influence of structural similarity, analytic L2 and general L3 proficiency
https://doi.org/10.1515/iral-2021-0208
Schlagwörter für diesen Artikel
goal complex; L2 anxiety; L2 self-efficacy; performance-approach goals

Artikel in diesem Heft

  1. Frontmatter
  2. Research Articles
  3. Investigating the impact of task complexity on uptake and noticing of corrective feedback recasts
  4. Consequences of the comparative fallacy for the acquisition of grammatical aspect in Spanish
  5. Incorporating peer feedback in writing instruction: examining its effects on Chinese English-as-a-foreign-language (EFL) learners’ writing performance
  6. Listener engagement: the missing link in research on accented speech
  7. Enhancing English spatial prepositions acquisition among Spanish learners of English as L2 through an embodied approach
  8. Lexical and grammatical collocations in beginning and intermediate L2 argumentative essays: a bigram study
  9. When concept-based language instruction meets cognitive linguistics: teaching English phrasal verbs with up and out
  10. Validation of a multiple-choice implicature test: insights from Chinese EFL learners’ cognitive processes
  11. A longitudinal study of topic continuity in Chinese EFL learners’ written narratives
  12. Miscommunicated referent tracking in L2 English: a case-by-case analysis
  13. Rule-based or efficiency-driven processing of expletive there in English as a foreign language
  14. When are performance-approach goals more adaptive for Chinese EFL learners? It depends on their underlying reasons
  15. Teaching L2 Spanish idioms with semantic motivation: should this be done proactively or retroactively?
  16. Role of individual differences in incidental L2 vocabulary acquisition through listening to stories: metacognitive awareness and motivation
  17. Measuring and profiling Chinese secondary school English teachers’ language mindsets: an exploratory study of non-native teachers’ perceived L2 proficiency loss
  18. The role of working memory in the effects of models as a written corrective strategy
  19. Comparing motivational features between feedback givers and receivers in English speaking class
  20. Examining resilience in EFL contexts: a survey study of university students in China
  21. High school EFL teachers’ oral corrective feedback beliefs and practices, and the effects of lesson focus
  22. L3 acquisition of aspect: the influence of structural similarity, analytic L2 and general L3 proficiency
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