Motivational partnerships: increasing ESL student self-efficacy
English as a second language, motivation, self-efficacy
The present study investigated the relationship between student use of self-efficacy-building strategies through motivational partnerships and student levels of self-efficacy and motivation in an adult intensive English programme in the United States. The extent to which self-efficacy influenced motivation was also examined. After being organized into these partnerships and receiving self-efficacy-building strategy training from the participating teacher, 16 ESL students had their pre- and post-levels of self-efficacy and motivation measured. Additionally, students discussed the effectiveness of the partnerships on their learning experience. Results show significant correlations between student use of self-efficacy-building strategies and improvement in both their self-efficacy and motivation. The results also reaffirm that significant self-efficacy levels enhance motivation. Lastly, the partnerships benefited students in other social, affective, and educational ways.
Original Publication Citation
Paul N Cave, Norman W Evans, Dan P Dewey, K James Hartshorn, Motivational partnerships: increasing ESL student self-efficacy, ELT Journal, Volume 72, Issue 1, January 2018, Pages 83–96, https://doi.org/10.1093/elt/ccx027
BYU ScholarsArchive Citation
Evans, Norman W.; Cave, Paul N.; Dewey, Dan P.; and Hartshorn, K. James, "Motivational partnerships: increasing ESL student self-efficacy" (2018). Faculty Publications. 5951.
Oxford University Press
© The Author(s) 2017. Published by Oxford University Press; all rights reserved.
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