Language learning beliefs and motivation of Estonian and non-Estonian students at Estonian-language universities
DOI:
https://doi.org/10.12697/eha.2023.11.1.08Keywords:
Students with a different L1 than Estonian, language learning beliefs, autonomous motivation, controlled motivation, inclusive educationAbstract
Kaasav haridus on Eesti hariduse üks aluspõhimõtteid, mille järgimist eeldatakse ka kõrgharidussüsteemilt. Ülikoolis õpib eestikeelsetel õppekavadel üliõpilasi, kelle emakeel ei ole eesti keel. Selliste üliõpilaste kaasamine ning nende motivatsiooni ja enesejuhitud õppimise toetamine on oluline nende heaolu tagamiseks. Võõrkeele omandamist on palju uuritud, kuid vähem tähelepanu on pööratud õppimisele teise keele kaudu ning sellele, kuidas üliõpilasi selles tõhusalt kaasata ja toetada. Siinses uuringus võrreldakse eesti ja muu emakeelega üliõpilaste keeleõppe uskumusi ja motivatsiooni Eesti ülikoolis eestikeelsel õppekaval õppides. Uuringus osales 191 üliõpilast. Tulemused näitavad, et muu emakeelega üliõpilaste seas leidub rohkem jäävuskumusi, mis võivad edukaid ülikooliõpinguid takistada. Emakeelest erinevas keeles õppivate üliõpilaste nii autonoomne kui ka kontrollitud motivatsioon on emakeeles õppivate üliõpilaste omast väiksem. Uuringu tulemused aitavad ülikoolidel olla teadlikumad üliõpilaste õppimisega seotud uskumustest ja motivatsioonist, et neid seeläbi paremini kaasata ja individuaalselt toetada.
SummaryDownloads
References
Agawa, T. (2020). A qualitative examination of relatedness needs in japanese efl classrooms and task motivation. Journal for the Psychology of Language Learning, 2(1), 6–25. https://doi.org/10.52598/jpll/2/1/2
Al Bataineh, K. B. (2019). English language learning beliefs of Jordanian students: The effect of gender. International Journal of English Linguistics, 9(2), 219–228. https://doi.org/10.5539/ijel.v9n2p219
Alhamami, M. (2018). Beliefs about and intention to learn a foreign language in face-to-face and online settings. Computer Assisted Language Learning, 31(1–2), 90–113. https://doi.org/10.1080/09588221.2017.1387154
Altan, M. X. (2006). Beliefs about language learning of foreign language-major university students. Australian Journal of Teacher Education, 31(2). https://doi.org/10.14221/ajte.2006v31n2.5
Aus, K., Kuusisto, E., Arro, G., & Tirri, K. (2019). False, limited, and authentic growth mindsets in learning: Preliminary findings from fourth-grade students in Estonia and Finland. International Journal for Talent Development and Creativity, 7, 125–140.
Ammigan, R. (2019). Institutional satisfaction and recommendation: What really matters to international students. Journal of International Students, 9(1), 262–281. https://doi.org/10.32674/jis.v9i1.260
Beoku-Betts, J. (2004). African women pursuing graduate studies in the sciences: Racism, gender bias, and third world marginality. NWSA Journal, 16(1), 116–135. https://www.jstor.org/stable/4317037
Black, A. E., & Deci, E. L. (2000). The effects of instructors’ autonomy support and students’ autonomous motivation on learning organic chemistry: A selfdetermination theory perspective. Science Education, 84, 740–756. https://doi.org/10.1002/1098-237X(200011)84:6<740::AID-SCE4>3.0.CO;2-3
Burnette, J. L., O’Boyle, E. H., VanEpps, E. M., Pollack, J. M., & Finkel, E. J. (2013). Mind-sets matter: A meta-analytic review of implicit theories and self-regulation. Psychological Bulletin, 139(3), 655–701. https://doi.org/10.1037/a0029531
Busse, V., & Walter, C. (2013). Foreign language learning motivation in higher education: A longitudinal study of motivational changes and their causes. The Modern Language Journal, 97(2), 435–456. https://doi.org/10.1111/j.1540-4781.2013.12004.x
Campbell, E., & Storch, N. (2011). The changing face of motivation: A study of second language learners’ motivation over time. Australian Review of Applied Linguistics, 34(2), 166–192. https://doi.org/10.1075/aral.34.2.03cam
Cui, Y. (2014). Beliefs about language learning: a study of post-secondary non-native learners of Chinese and teachers of Chinese in North America [doctoral dissertation]. University of Victoria.
Dewey, J. (1933). How we think. D. C. Heath & Co Publishers.
Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Routledge. https://doi.org/10.4324/9781410613349
Dörnyei, Z., & Murphey, T. (2003). Group dynamics in the language classroom. Cambridge University Press.
Dörnyei, Z., & Schmidt, R. (Eds.). (2001). Motivation and second language acquisition (Vol. 23). Second Language Teaching & Curriculum Center, University of Hawai.
Dweck, C. S. (2019). The choice to make a difference. Perspectives on Psychological Science, 14(1), 21–25. https://doi.org/10.1177/1745691618804180
Dweck, C. S. (2006). Mindset: The new psychology of success. Random House. Dweck, C. S., Chiu, C. Y., & Hong, Y. Y. (1995). Implicit theories and their role in judgments and reactions: A word from two perspectives. Psychological Inquiry, 6(4), 267–285. https://doi.org/10.1207/s15327965pli0604_1
Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95(2), 256. https://doi.org/10.1037/0033-295X.95.2.256
Ferreira Barcelos, A. M. (2015). Unveiling the relationship between language learning beliefs, emotions, and identities. Studies in Second Language Learning and Teaching, 5(2), 301–325. https://doi.org/10.14746/ssllt.2015.5.2.6
Fu, J. (2021). The role of two extracurricular programs in international students’ informal learning experiences in Atlantic Canada. In Multidisciplinary Perspectives on International Student Experience in Canadian Higher Education (pp. 156–176). IGI Global. https://doi.org/10.4018/978-1-7998-5030-4.ch009
Henno, I., Kollo, L., & Mikser, R. (2017). Eesti loodusainete õpetajate uskumused, õpetamispraktika ja enesetõhusus TALIS 2008 ja 2013 uuringu alusel. Eesti Haridusteaduste Ajakiri. Estonian Journal of Education, 5(1), 268–296. https://doi.org/10.12697/eha.2017.5.1.09
Horwitz, E. K. (1987). Surveying student beliefs about language learning. Learner Strategies in Language Learning, 110129, 557–576.
Horwitz, E. K. (1988). The beliefs about language learning of beginning university foreign language students. The Modern Language Journal, 72(3), 283–294. https://doi.org/10.2307/327506
Horwitz, E. K. (1995). Student affective reactions and the teaching and learning of foreign languages. International Journal of Educational Research, 23(7), 573–579. https://doi.org/10.1016/0883-0355(96)80437-X
Hu, L., & Bentler, P.M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6, 1–55. https://doi.org/10.1080/10705519909540118
Jenkins, S. (2000). Cultural and linguistic miscues: A case study of international teaching assistant and academic faculty miscommunication. International Journal of Intercultural Relations, 24(4), 477–501. https://doi.org/10.1016/S0147-1767(00)00011-0
Kaivapalu, A. (2010). Metalingvistiline teadlikkus võõrkeeleõppes: oma keel võõras peeglis. Lähivõrdlusi. Lähivertailuja, 19, 160–176. https://doi.org/10.5128/lv19.10
Kartchava, E. (2016). Learners’ beliefs about corrective feedback in the language classroom: Perspectives from two international contexts. TESL Canada Journal, 33(2), 19. https://doi.org/10.18806/tesl.v33i2.1235
Kikas, E. (2015). Tunnetusprotsessid, uskumused, emotsioonid ja motivatsioon. Nende iseärasused ja arengu toetamine kolmandas kooliastmes. Teoses Kikas, E. & Toomela, A. (toim), Õppimine ja õpetamine kolmandas kooliastmes. Üldpädevused ja nende arendamine (lk 34–62). Eesti Ülikoolide Kirjastus.
Kim, Y. (1994). Adapting to a new culture. In L. Samover & R. Porter (Eds.), Intercultural communication: A reader (pp. 392–404). Wadsworth.
Kim-Yoon, H. (2000). Learner beliefs about language learning, motivation and their relationship: A study of EFL learners in Korea. The University of Texas at Austin.
Klaas, B. (2006). Kõrgharituks teises keeles. Eesti Rakenduslingvistika Ühingu Aastaraamat Estonian Papers in Applied Linguistics, 0(2), 109–117. https://doi.org/10.5128/erya2.08
Lee, J. J., & Rice, C. (2007). Welcome to America? International student perceptions of discrimination. Higher Education, 53(3), 381–409. https://doi.org/10.1007/s10734-005-4508-3
Lou, N. M., & Noels, K. A. (2019a). Promoting growth in foreign and second language education: A research agenda for mindsets in language learning and teaching. System, 86, 102126. https://doi.org/10.1016/j.system.2019.102126
Lou, N. M., & Noels, K. A. (2019b). Language mindsets, meaning-making, and motivation. In: M. Lamb, K. Csizér, A. Henry, & S. Ryan (Eds.), The Palgrave Handbook of Motivation for Language Learning, (pp. 537–559). Palgrave Macmillan. https://doi.org/10.1007/978-3-030-28380-3_26
Lou, N. M., & Noels, K. A. (2020a). Mindsets matter for linguistic minority students: Growth mindsets foster greater perceived proficiency, especially for newcomers. The Modern Language Journal, 104(4), 739–756. https://doi.org/10.1111/modl.12669
Lou, N. M., & Noels, K. A. (2020b). "Does my teacher believe I can improve?": The role of meta-lay theories in ESL learners’ mindsets and need satisfaction. Frontiers in Psychology, 11, 1417. https://doi.org/10.3389/fpsyg.2020.01417
Lou, N. M., Chaffee, K. E., & Noels, K. A. (2022). Growth, fixed, and mixed mindsets: Mindset system profiles in foreign language learners and their role in engagement and achievement. Studies in Second Language Acquisition, 44(3), 607–632. https://doi.org/10.1017/S0272263121000401
Mantle-Bromley, C. (1995). Positive attitudes and realistic beliefs: Links to proficiency. The Modern Language Journal, 79(3), 372–386. https://doi.org/10.1111/j.1540-4781.1995.tb01114.x
McKenzie, L., & Baldassar, L. (2017). Missing friendships: Understanding the absent relationships of local and international students at an Australian university. Higher Education, 74(4), 701–715. https://doi.org/10.1007/s10734-016-0073-1
Mercer, S., & Ryan, S. (2010). A mindset for EFL: Learners’ beliefs about the role of natural talent. ELT Journal, 64(4), 436–444. https://doi.org/10.1093/elt/ccp083
Meristo, M. (2019). The well-being of South-Asian students from a Self-Determination perspective [poster presentation]. 7th International Self-Determination Theory Conference, May 21–24, 2019, Egmond aan Zee, Holland.
Meristo, M. (2022). University students’ motivation to study the french language: A time trend study. Journal for the Psychology of Language Learning, 4(1). https://doi.org/10.52598/jpll/4/1/4
Mouratidis, A., Michou, A., Sayil, M., & Altan, S. (2021). It is autonomous, not controlled motivation that counts: Linear and curvilinear relations of autonomous and controlled motivation to school grades. Learning and Instruction, 73, 101433. https://doi.org/10.1016/j.learninstruc.2020.101433
Myles, J., & Cheng, L. (2003). The social and cultural life of non-native English speaking international graduate students at a Canadian university. Journal of English for Academic Purposes, 2(3), 247–263. https://doi.org/10.1016/S1475-1585(03)00028-6
Neudorf, E., Ugaste, A., Tuul, M., & Mikser, R. (2017). Lasteaiaõpetajate uskumused seoses laste üldoskuste arendamisega riikliku õppekava alusel: lisaseletus lasteaia koolistumise põhjustele. Eesti Haridusteaduste Ajakiri. Estonian Journal of Education, 2(5), 54–79. https://doi.org/10.12697/eha.2017.5.2.03
Noels, K. A., Lascano, D. I. V., & Saumure, K. (2019). The development of self-determination across the language course: Trajectories of motivational change and the dynamic interplay of psychological needs, orientations, and engagement. Studies in Second Language Acquisition, 41(4), 821–851. https://doi.org/10.1017/S0272263118000189
Oder, T., & Eisenschmidt, E. (2018). Teachers’ perceptions of school climate as an indicator of their beliefs of effective teaching. Cambridge Journal of Education, 48(1), 3–20. https://doi.org/10.1080/0305764X.2016.1223837
Oxford, R. L., Ehrman, M. E., & Lavine, R. Z. (1991). Style wars: Teacher-student style conflicts in the language classroom. In S. Magnan (Ed.), Challenges in the 1990’s for College Foreign Language Programs, (pp. 14–38). Heinle and Heinle.
Paunesku, D., Walton, G. M., Romero, C., Smith, E. N., Yeager, D. S., & Dweck, C. S. (2015). Mind-set interventions are a scalable treatment for academic underachievement. Psychological Science, 26(6), 784–793. https://doi.org/10.1177/0956797615571017
R Core Team. (2021). R: A language and environment for statistical computing. https://cran.r-project.org.
Richards, J. C., & Lockhart, C. (1994). Reflective teaching in second language classrooms. Cambridge University Press.
Rifkin, B. (2000). Revisiting beliefs about foreign language learning 1. Foreign Language Annals, 33(4), 394–408. https://doi.org/10.1111/j.1944-9720.2000.tb00621.x
Robertson, M., Line, M., Jones, S., & Thomas, S. (2000). International students, learning environments and perceptions: A case study using the Delphi technique. Higher Education Research & Development, 19(1), 89–102. https://doi.org/10.1080/07294360050020499
Rokeach, M. (1968). Beliefs, attitudes, and values: A theory of organization and change. Jossey-Bass.
Rosseel, Y. (2012). lavaan: An R package for structural equation modeling. Journal of Statistical Software, 48(2). https://doi.org/10.18637/jss.v048.i02
Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54–67. https://doi.org/10.1006/ceps.1999.1020
Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. Guilford Publications.
Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a selfdetermination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61, 101860. https://doi.org/10.1016/j.cedpsych.2020.101860
Sansone, C., & Harackiewicz, J. M. (Eds.). (2000). Intrinsic and extrinsic motivation: The search for optimal motivation and performance. Elsevier.
Santos, J., & Veiga, V. (2022). Tertiary ecuadorian students’ beliefs about learning a foreign language: A descriptive study. Journal of English Language Teaching and Applied Linguistics, 4(1), 22–29. https://doi.org/10.32996/jeltal.2022.4.1.2
Sawir, E. (2005). Language difficulties of international students in Australia: The effects of prior learning experience. International Education Journal, 6(5), 567–580.
Sert, N. (2008). The language of instruction dilemma in the Turkish context. System, 36(2), 156–171. https://doi.org/10.1016/j.system.2007.11.006
Shamin, F. (1996). Learner resistance to innovation in classroom methodology. In H. Coleman (Ed.), Society and the language classroom (pp. 105–121). Cambridge University Press.
Sherry, M., Thomas, P., & Chui, W. H. (2009). International students: a vulnerable student population. Higher Education, 60(1), 33–46. https://doi.org/10.1007/s10734-009-9284-z
Sung, H., & Padilla, A. M. (1998). Student motivation, parental attitudes, and involvement in the learning of Asian languages in elementary and secondary schools. The Modern Language Journal, 82(2), 205–216. https://doi.org/10.1111/j.1540-4781.1998.tb01193.x
Sümer, S., Poyrazli, S., & Grahame, K. (2008). Predictors of depression and anxiety among international students. Journal of Counseling & Development, 86(4), 429–437. https://doi.org/10.1002/j.1556-6678.2008.tb00531.x
Tavares, V. (2021). Feeling excluded: international students experience equity, diversity and inclusion. International Journal of Inclusive Education, 1–18. https://doi.org/10.1080/13603116.2021.2008536
Teimouri, Y., Goetze, J., & Plonsky, L. (2019). Second language anxiety and achievement: A meta-analysis. Studies in Second Language Acquisition, 41(2), 363–387. https://doi.org/10.1017/S0272263118000311
The jamovi project (2022). jamovi. (Version 2.3). https://www.jamovi.org.
Tsui, A. P. Y., & Ngo, H. Y. (2017). Students’ perceptions of English-medium instruction in a Hong Kong university. Asian Englishes, 19(1), 57–78. https://doi.org/10.1080/13488678.2016.1230484
Vansteenkiste, M., Sierens, E., Soenens, B., Luyckx, K., & Lens, W. (2009). Motivational profiles from a self-determination perspective: The quality of motivation matters. Journal of Educational Psychology, 101(3), 671–688. https://doi.org/10.1037/a0015083
Walsworth, S., Somerville, K., & Robinson, O. (2021). The importance of weak friendships for international student satisfaction: Empirical evidence from Canada. International Journal of Intercultural Relations, 80, 134–146. https://doi.org/10.1016/j.ijintrel.2020.11.004
Yashima, T., Nishida, R., & Mizumoto, A. (2017). Influence of learner beliefs and gender on the motivating power of L2 selves. The Modern Language Journal, 101(4), 691–711. https://doi.org/10.1111/modl.12430
Yeager, D. S., Hanselman, P., Walton, G. M., Murray, J. S., Crosnoe, R., Muller, C., Tipton, E., Schneider, B., Hulleman, C. S., Hinojosa, C. P., Paunesku, D., Romero, C., Flint, K., Roberts, A., Trott, J., Iachan, R., Buontempo, J., Yang, S. M., Carvalho, C. M., & Hahn, P. R. (2019). A national experiment reveals where a growth mindset improves achievement. Nature, 573(573). https://doi.org/10.1038/s41586-019-1466-y
Downloads
Published
How to Cite
Issue
Section
License
The authors who publish in Eesti Haridusteaduste Ajakiri. Estonian Journal of Education agree to the following terms:
- This journal provides immediate open access to its content. All the articles are licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 License.
- Authors grant the journal right of (1) first publication and distribution of the article, (2) making it available to public, (3) public presentation.
- Authors have the right to enter into separate contractual arrangements for posting the article to an institutional repository or publish it in a book with an acknowledgement of its initial publication in this journal.
- Authors are permitted to post citations from their work online (e.g. on their website) with an acknowledgement of its initial publication in this journal (see Open Access).
