Motivational partnerships: increasing ESL student self-efficacy

Abstract 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 influ...

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Bibliographic Details
Published in:ELT journal 2018-01, Vol.72 (1), p.83-96
Main Authors: Cave, Paul N, Evans, Norman W, Dewey, Dan P, Hartshorn, K James
Format: Article
Language:English
Subjects:
Adult Students
Correlation
English (Second Language)
Intensive Language Courses
Learning Experience
Learning Strategies
Motivation Techniques
Partnerships in Education
Pretests Posttests
Program Effectiveness
Self Efficacy
Student Motivation
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Summary:Abstract 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.
ISSN:0951-0893
1477-4526
DOI:10.1093/elt/ccx027