Abstract
In this presentation, I will describe how Japanese university students’ engagement (behavioral, social, emotional and cognitive), enjoyment (teacher appreciation, personal enjoyment, and social enjoyment), L2 grit (perseverance of effort and consistency of interest), English motivation and L2 anxiety inter-relate to each other. The study was conducted in December 2022, and 123 students aged between 18 and 20 participated. They were enrolling in a hybrid-type CLIL course and they received the online questionnaire in the classroom. The research questions were to identify learner characteristics in relation to engagement, enjoyment, English motivation, L2 anxiety and L2 grit (RQ1), and to explore the inter-relationship between engagement, enjoyment, English motivation, L2 anxiety and L2 grit (RQ2). For the first research question, descriptive statistics and cluster analysis were conducted to see learner characteristics. The cluster analysis revealed that the underlying clustering structures and two different clusters, including Cluster 1 with 74 students and Cluster 2 with 49 students. Independent t-tests were conducted, and except for L2 anxiety, statistical differences were observed. For the second research question, correlation analysis and the Structural Equation Modeling were conducted in referring to Khajavy (2021). The strongest path was observed from engagement to enjoyment (with a path coefficient of .96) and L2 grit to English motivation (with a path coefficient of .88), and the negative path was observed from L2 anxiety to enjoyment (with a path coefficient of -.03) (Chi=63.158, df=40, p=.011, CFI=.976, GFI=.913, TLI=.967, SRMR=.573, RMSEA=.069). In this talk, I will describe an overall summary of the present study.
Author Information
Rieko Nishida, Osaka University, Japan
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