The mediating role of learning motivation in the relationship between the ials module and speaking performance among Chinese EFL undergraduates: A proposal
Chinese EFL undergraduates encounter significant obstacles in acquiring spoken English. This challenge is partially attributed to affective factors, notably learning motivation, which holds a crucial role in the language learning process. Regrettably, Chinese undergraduates often exhibit a dearth of...
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Format: | Article |
Language: | English English |
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Human Resource Management Academic Research Society (HRMARS)
2024
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Online Access: | https://eprints.ums.edu.my/id/eprint/41124/1/ABSTRACT.pdf https://eprints.ums.edu.my/id/eprint/41124/2/FULL%20TEXT.pdf |
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author | Yi Yang Asmaa AlSaqqaf |
author_facet | Yi Yang Asmaa AlSaqqaf |
author_sort | Yi Yang |
collection | UMS |
description | Chinese EFL undergraduates encounter significant obstacles in acquiring spoken English. This challenge is partially attributed to affective factors, notably learning motivation, which holds a crucial role in the language learning process. Regrettably, Chinese undergraduates often exhibit a dearth of motivation in developing their speaking abilities, as speaking skills are typically marginalized within the national assessment. Autonomous learning and incentive strategies as two vital factors influencing students’ learning motivation and speaking performance, are integrated to form the Incentive Autonomous Learning Strategies (IALS) Module. Based on the literature review, studies exploring the interrelationship among the IALS module, learning motivation, and speaking performance remain scarce. Consequently, this paper attempts to conceptualize the association between the IALS module and students' speaking performance, mediated by learning motivation at a public university in China. Adopting a quantitative approach, this study utilizes a correlation research design with a purposive sampling, where 42 participants are administered a learning motivation questionnaire (mediator), an incentive strategies questionnaire (independent variable), and given a speaking test (dependent variable), while linear regression is deployed to analyze their relationships. It is hoped that the study may contribute valuable insights into the interplay of the developed module, learning motivation, and speaking competence. |
first_indexed | 2024-12-09T00:51:38Z |
format | Article |
id | ums.eprints-41124 |
institution | Universiti Malaysia Sabah |
language | English English |
last_indexed | 2024-12-09T00:51:38Z |
publishDate | 2024 |
publisher | Human Resource Management Academic Research Society (HRMARS) |
record_format | dspace |
spelling | ums.eprints-411242024-10-01T02:22:44Z https://eprints.ums.edu.my/id/eprint/41124/ The mediating role of learning motivation in the relationship between the ials module and speaking performance among Chinese EFL undergraduates: A proposal Yi Yang Asmaa AlSaqqaf PE1-3729 English PE1001-1693 Modern English Chinese EFL undergraduates encounter significant obstacles in acquiring spoken English. This challenge is partially attributed to affective factors, notably learning motivation, which holds a crucial role in the language learning process. Regrettably, Chinese undergraduates often exhibit a dearth of motivation in developing their speaking abilities, as speaking skills are typically marginalized within the national assessment. Autonomous learning and incentive strategies as two vital factors influencing students’ learning motivation and speaking performance, are integrated to form the Incentive Autonomous Learning Strategies (IALS) Module. Based on the literature review, studies exploring the interrelationship among the IALS module, learning motivation, and speaking performance remain scarce. Consequently, this paper attempts to conceptualize the association between the IALS module and students' speaking performance, mediated by learning motivation at a public university in China. Adopting a quantitative approach, this study utilizes a correlation research design with a purposive sampling, where 42 participants are administered a learning motivation questionnaire (mediator), an incentive strategies questionnaire (independent variable), and given a speaking test (dependent variable), while linear regression is deployed to analyze their relationships. It is hoped that the study may contribute valuable insights into the interplay of the developed module, learning motivation, and speaking competence. Human Resource Management Academic Research Society (HRMARS) 2024 Article NonPeerReviewed text en https://eprints.ums.edu.my/id/eprint/41124/1/ABSTRACT.pdf text en https://eprints.ums.edu.my/id/eprint/41124/2/FULL%20TEXT.pdf Yi Yang and Asmaa AlSaqqaf (2024) The mediating role of learning motivation in the relationship between the ials module and speaking performance among Chinese EFL undergraduates: A proposal. International Journal of Academic Research in Business and Social Sciences, 14. pp. 1-9. ISSN 2222-6990 http://dx.doi.org/10.6007/IJARBSS/v14-i6/21656 |
spellingShingle | PE1-3729 English PE1001-1693 Modern English Yi Yang Asmaa AlSaqqaf The mediating role of learning motivation in the relationship between the ials module and speaking performance among Chinese EFL undergraduates: A proposal |
title | The mediating role of learning motivation in the relationship between the ials module and speaking performance among Chinese EFL undergraduates: A proposal |
title_full | The mediating role of learning motivation in the relationship between the ials module and speaking performance among Chinese EFL undergraduates: A proposal |
title_fullStr | The mediating role of learning motivation in the relationship between the ials module and speaking performance among Chinese EFL undergraduates: A proposal |
title_full_unstemmed | The mediating role of learning motivation in the relationship between the ials module and speaking performance among Chinese EFL undergraduates: A proposal |
title_short | The mediating role of learning motivation in the relationship between the ials module and speaking performance among Chinese EFL undergraduates: A proposal |
title_sort | mediating role of learning motivation in the relationship between the ials module and speaking performance among chinese efl undergraduates a proposal |
topic | PE1-3729 English PE1001-1693 Modern English |
url | https://eprints.ums.edu.my/id/eprint/41124/1/ABSTRACT.pdf https://eprints.ums.edu.my/id/eprint/41124/2/FULL%20TEXT.pdf |
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