Abstract
This study examined the potential of “transfer of learning” for arts students and the relationships among students’ fear of failure, procrastination, and self-efficacy when learning English. Two studies were conducted; in the first study, we investigated transfer of learning for arts students between their majors and the English language. In Study 2, we explored the influence of the fear of failure, procrastination, and self-efficacy on students’ English proficiency levels. We implemented a structural equation model (SEM) to ascertain whether the fear of failure and procrastination played a mediating role between students’ self-efficacy and English proficiency levels. The participants consisted of 501 students majoring in arts. The research tools included the online General English Proficiency Test and a questionnaire. The results indicated that both hugging and bridging strategies were significantly correlated with students’ English language achievements. Stepwise regression analysis revealed that hugging strategies, such as setting expectations, matching, simulating, modeling, and practicing problem-based learning, were positive predictors. The SEM results indicated that self-efficacy had a negative effect on students’ procrastination, and both the fear of failure and procrastination played mediating roles between students’ self-efficacy and English language achievement.
Funding source: Ministry of Science and Technology Taiwan
Award Identifier / Grant number: MOST 105-2410-H-144-00
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Funding: This work was supported by the Ministry of Science and Technology Taiwan grant number: MOST 105-2410-H-144-00.
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© 2020 Walter de Gruyter GmbH, Berlin/Boston
Artikel in diesem Heft
- Frontmatter
- Research Articles
- Choreographing linguistic landscapes in Singapore
- “Do you understand (me)?” negotiating mutual understanding by using gaze and environmentally coupled gestures between two deaf signing participants
- Written corrective feedback, learner-internal cognitive processes, and the acquisition of regular past tense by Chinese L2 learners of English
- Transfer of learning, fear of failure, procrastination, and self-efficacy in learning English: Any evidence from the arts?
- What does translanguaging-for-equity really involve? An interactional analysis of a 9th grade English class
- Affiliation and negative assessments in peer observation feedback for foreign language teachers professional development
- Language policy in the internationalisation of Higher Education in Anglophone countries: The interplay between language policy as ‘text’, ‘discourse’ and ‘practice’
- Learners’ attitudes to first, second and third languages pronunciation in structuring multilingual identity
Artikel in diesem Heft
- Frontmatter
- Research Articles
- Choreographing linguistic landscapes in Singapore
- “Do you understand (me)?” negotiating mutual understanding by using gaze and environmentally coupled gestures between two deaf signing participants
- Written corrective feedback, learner-internal cognitive processes, and the acquisition of regular past tense by Chinese L2 learners of English
- Transfer of learning, fear of failure, procrastination, and self-efficacy in learning English: Any evidence from the arts?
- What does translanguaging-for-equity really involve? An interactional analysis of a 9th grade English class
- Affiliation and negative assessments in peer observation feedback for foreign language teachers professional development
- Language policy in the internationalisation of Higher Education in Anglophone countries: The interplay between language policy as ‘text’, ‘discourse’ and ‘practice’
- Learners’ attitudes to first, second and third languages pronunciation in structuring multilingual identity