1887
  1. Home
  2. e-Journals
  3. AILA Review
  4. Volume 37, Issue 2
  5. Article
Volume 37, Issue 2
  • ISSN 1461-0213
  • E-ISSN: 1570-5595
USD
Buy:$35.00 + Taxes

Abstract

Abstract

The present study explored different types of task value and their associations with the use of self-regulated learning (SRL) strategies across various English as a foreign language (EFL) learning scenarios. The application of SRL strategies is supported by motivational beliefs, including task value. Although prior research has demonstrated the importance of motivational beliefs in SRL, there remains a need for further clarification regarding the characteristics and role of task value, particularly the cost (i.e., a negative aspect of task value) in relation to SRL. Furthermore, given the context-dependent nature of SRL, both values and strategies should be adapted to specific learning environments. In this study, 12 Japanese EFL university students participated in two rounds of semi-structured interviews. The first session focused on their English learning experiences, expectations, and perceptions of the value and cost associated with learning English. In the second session, they roleplayed four scenarios — a homework assignment, an in-class task, preparation for an English certification exam, and learning for personal growth — while using a think-aloud protocol to express their thoughts and feelings. Follow-up interviews were conducted after each roleplay. Thematic analysis was used to identify the participants’ values and costs and to analyze their use of SRL strategies. The findings revealed that participants concurrently hold multiple types of task value, which were tied to and shaped by their past learning experiences. Several patterns were also identified for SRL strategies in each scenario, corresponding to task value.

© AILA
Loading

Article metrics loading...

/content/journals/10.1075/aila.24024.fuk
2024-12-06
2025-01-20

  • From This Site

    /content/journals/10.1075/aila.24024.fuk
    dcterms_title,dcterms_subject,pub_keyword
    -contentType:Journal -contentType:Contributor -contentType:Concept -contentType:Institution
    10
    5
Loading full text...

Full text loading...

References

  1. Azevedo, R., Greene, J. A. & Moos, D. C.
    (2007) The effect of a human agent’s external regulation upon college students’ hypermedia learning. Metacognition Learning21, 67–87. 10.1007/s11409‑007‑9014‑9
     https://doi.org/10.1007/s11409-007-9014-9 [Google Scholar]
  2. Bai, B., & Wang, J.
    (2020) The role of growth mindset, self-efficacy and intrinsic value in self-regulated learning and English language learning achievements. Language Teaching Research, 27(1), 207–228. 10.1177/1362168820933190
     https://doi.org/10.1177/1362168820933190 [Google Scholar]
  3. Barron, K. E., & Hulleman, C. S.
    (2014) Expectancy-value-cost model of motivation. International Encyclopedia of the social & behavioral sciences In J. D. Wright, International Encyclopedia of the Social & Behavioral Sciences (Second Edition) (pp.503–509). Elsevier. 10.1016/B978‑0‑08‑097086‑8.26099‑6
     https://doi.org/10.1016/B978-0-08-097086-8.26099-6 [Google Scholar]
  4. Cong-Lem, N.
    (2020) Implementing Portfolio-Based Learning (PoBL) for L2 Training: Vietnamese EFL Learners’ Motivational Orientations and Listening Achievement. TESL Canada Journal, 37(3), 1–26. 10.18806/tesl.v37i3.1342
     https://doi.org/10.18806/tesl.v37i3.1342 [Google Scholar]
  5. Dietrich, J., Viljaranta, J., Moeller, J., & Kracke, B.
    (2017) Situational expectancies and task values: Associations with students’ effort. Learning and Instruction, 471, 53–64. 10.1016/j.learninstruc.2016.10.009
     https://doi.org/10.1016/j.learninstruc.2016.10.009 [Google Scholar]
  6. Dörnyei, Z.
    (2005) The psychology of the language learner: Individual differences in second language acquisition. Routledge.
     [Google Scholar]
  7. Dörnyei, Z., & Ryan, S.
    (2015) The psychology of the language learner revisited. Routledge. 10.4324/9781315779553
     https://doi.org/10.4324/9781315779553 [Google Scholar]
  8. Eccles, J. S., & Wigfield, A.
    (2002) Motivational beliefs, values, and goals. Annual Review of Psychology, 531, 109e 132. 10.1146/annurev.psych.53.100901.135153
     https://doi.org/10.1146/annurev.psych.53.100901.135153 [Google Scholar]
  9. Eccles, J. S., Wigfield, A.
    (2020) From expectancy-value theory to situated expectancy-value theory: A developmental, social cognitive, and sociocultural perspective on motivation. Contemporary Educational Psychology, 611, 101859. 10.1016/j.cedpsych.2020.101859
     https://doi.org/10.1016/j.cedpsych.2020.101859 [Google Scholar]
  10. Fereday, J., & Muir-Cochrane, E.
    (2006) Demonstrating rigor using thematic analysis: A hybrid approach of inductive and deductive coding and theme development. International Journal of Qualitative Methods, 5(1), 80–92. 10.1177/160940690600500107
     https://doi.org/10.1177/160940690600500107 [Google Scholar]
  11. Flake, J. K., Barron, K. E., Hulleman, C., McCoach, B. D., & Welsh, M. E.
    (2015) Measuring cost: The forgotten component of expectancy-value theory. Contemporary Educational Psychology, 411. pp.232–244. 10.1016/j.cedpsych.2015.03.002
     https://doi.org/10.1016/j.cedpsych.2015.03.002 [Google Scholar]
  12. Fukuda, A.
    (2018) The Japanese EFL learners’ self-regulated language learning and proficiency. Journal of Pan-Pacific Association of Applied Linguistics, 22(1), 65–87. 10.25256/PAAL.22.1.4
     https://doi.org/10.25256/PAAL.22.1.4 [Google Scholar]
  13. García Botero, G., Questier, F., & Zhu, C.
    (2019) Self-directed language learning in a mobile-assisted, out-of-class context: do students walk the talk?Computer Assisted Language Learning, 32(1–2), 71–97. 10.1080/09588221.2018.1485707
     https://doi.org/10.1080/09588221.2018.1485707 [Google Scholar]
  14. Ghasemi, A. A., & Dowlatabadi, H. R.
    (2018) Investigating the role of task value, surface/deep learning strategies, and higher order thinking in predicting self-regulation and language achievement. The Journal of Asia TEFL, 15(3), 664–681. 10.18823/asiatefl.2018.15.3.664
     https://doi.org/10.18823/asiatefl.2018.15.3.664 [Google Scholar]
  15. Kage, M.
    (2013) Gakushu iyoku no riron [Theory of learning motivation]. Kanekoshobo.
     [Google Scholar]
  16. Karabenick, S. A., Berger, J.-L., Ruzek, E., & Schenke, K.
    (2021) Strategy motivation and strategy use: Role of student appraisals of utility and cost. Metacognition and Learning, 16(2), 345–366. 10.1007/s11409‑020‑09256‑2
     https://doi.org/10.1007/s11409-020-09256-2 [Google Scholar]
  17. Kubota, R.
    (2002) The Impact of globalisation on language teaching in Japan. InD. Block, & D. Cameron (Eds.), Globalization and language teaching (pp.13–28). Routledge.
     [Google Scholar]
  18. Loh, E. K. Y.
    (2019) What we know about expectancy-value theory, and how it helps to design a sustained motivating learning environment. System, 861, 102119. 10.1016/j.system.2019.102119
     https://doi.org/10.1016/j.system.2019.102119 [Google Scholar]
  19. Mackey, A., & Gass, S. M.
    (2005) Second language research: Methodology and design. Lawrence Erlbaum Associates Publishers.
     [Google Scholar]
  20. Meyer, J., Fleckenstein, J., & Köller, O.
    (2019) Expectancy value interactions and academic achievement: Differential relationships with achievement measures. Contemporary Educational Psychology, 581, 58–74. 10.1016/j.cedpsych.2019.01.006
     https://doi.org/10.1016/j.cedpsych.2019.01.006 [Google Scholar]
  21. Murphy, L.
    (2011) ‘Why am I doing this?’ Maintaining motivation in distance language learning. InG. Murray, X. Gao, & T. Lamb (Eds.), Identity, motivation, and autonomy in language learning (pp.107–124). Multilingual Matter. 10.21832/9781847693747‑009
     https://doi.org/10.21832/9781847693747-009 [Google Scholar]
  22. Nakata, Y.
    (2013) Perspectives on L2 motivation: Bridging the gaps between teachers, SLA researchers and teacher educators. InM. T. Apple, D. D. Silva, & T. Fellner (Eds.), Language learning motivation in Japan (pp.309–325). 10.21832/9781783090518‑019
     https://doi.org/10.21832/9781783090518-019 [Google Scholar]
  23. Oxford, R. L.
    (2016) Teaching and researching language learning strategies: Self-regulation in context (2nd ed.). Routledge; Taylor & Francis. 10.4324/9781315719146
     https://doi.org/10.4324/9781315719146 [Google Scholar]
  24. Pintrich, P. R.
    (2000) The role of goal orientation in self-regulated learning. InM. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp.451–502). Academic Press. 10.1016/B978‑012109890‑2/50043‑3
     https://doi.org/10.1016/B978-012109890-2/50043-3 [Google Scholar]
  25. Pintrich, P. R., & De Groot, E. V.
    (1990) Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33–40. 10.1037/0022‑0663.82.1.33
     https://doi.org/10.1037/0022-0663.82.1.33 [Google Scholar]
  26. Reeve, J.
    (2001) Understanding motivation and emotion (3rd Ed.). Harcourt.
     [Google Scholar]
  27. Rosenzweig, E. Q., Wigfield, A., & Hulleman, C. S.
    (2020) More useful or not so bad? Examining the effects of utility value and cost reduction interventions in college physics. Journal of Educational Psychology, 112(1), 166–182. 10.1037/edu0000370
     https://doi.org/10.1037/edu0000370 [Google Scholar]
  28. Schunk, D. H.
    (1998) Teaching elementary students to self-regulated practice of mathematical skills with modeling. InD. H. Schunk & B. J. Zimmerman (Eds.), Self-regulated learning: from teaching to self-reflective practice. (pp., 137–159). The Guilford Press.
     [Google Scholar]
  29. Schunk, D. H., & Greene, J. A.
    (2018) Historical, contemporary, and future perspectives on self-regulated learning and performance. InD. H. Schunk & J. A. Greene (Eds.), Handbook of self-regulation of learning and performance (2nd ed., pp.1–15). Routledge.
     [Google Scholar]
  30. Seker, M.
    (2016) The use of self-regulation strategies by foreign language learners and its role in language achievement. Language Teaching Research, 20(5), 600–608. 10.1177/1362168815578550
     https://doi.org/10.1177/1362168815578550 [Google Scholar]
  31. Teng, L. S.
    (2021) Individual differences in self-regulated learning: Exploring the nexus of motivational beliefs, self-efficacy, and SRL strategies in EFL writing. Language Teaching Research. Advance online publication. 10.1177/13621688211006881
     https://doi.org/10.1177/13621688211006881 [Google Scholar]
  32. (2022) Explicit strategy-based instruction in L2 writing contexts: A perspective of self-regulated learning and formative assessment. Assessing Writing, 531, 100645. 10.1016/j.asw.2022.100645
     https://doi.org/10.1016/j.asw.2022.100645 [Google Scholar]
  33. Ushioda, E.
    (2013) Foreign language motivation research in Japan: An ‘insider’ perspective from outside Japan. InM. Apple, D. Da Silva & T. Fellner (Eds.), Language learning motivation in Japan (pp.1–14). Multilingual Matters. 10.21832/9781783090518‑003
     https://doi.org/10.21832/9781783090518-003 [Google Scholar]
  34. Vansteenkiste, M., Lens, W., & Deci, E. L.
    (2006) Intrinsic versus extrinsic goal contents in self-determination theory: Another look at the quality of academic motivation. Educational Psychology, 41(1), 19–31. 10.1207/s15326985ep4101_4
     https://doi.org/10.1207/s15326985ep4101_4 [Google Scholar]
  35. Wang, Q., & Xue, M.
    (2022) The implications of expectancy-value theory of motivation in language education. Frontiers in Psychology, 131, 1–8. 10.3389/fpsyg.2022.992372
     https://doi.org/10.3389/fpsyg.2022.992372 [Google Scholar]
  36. Wigfield, A.
    (1994) The role of children’s achievement values in the self-regulation of their learning outcomes. InD. H. Schunk & B. J. Zimmerman (Eds.), Self-regulation of learning and performance: Issues and educational applications. (pp.101–124). Lawrence Erlbaum Associates.
     [Google Scholar]
  37. Wigfield, A., & Eccles, J. S.
    (2000) Expectancy-Value Theory of Achievement Motivation. Contemporary educational psychology, 25(1), 68–81. 10.1006/ceps.1999.1015
     https://doi.org/10.1006/ceps.1999.1015 [Google Scholar]
  38. Wigfield, A., Hoa, L. W., & Klauda, S. L.
    (2008) The role of achievement values in the regulation of achievement behaviors. InD. H. Schunk & B. J. Zimmerman (Eds.), Motivation and self-regulated learning: Theory, research, and applications (pp.169–195). Lawrence Erlbaum Associates Publishers.
     [Google Scholar]
  39. Wolters, C. A., & Brady, A. C.
    (2021) College students’ time management: A self-regulated learning perspective. Educational Psychology Review, 331, 1319–1351. 10.1007/s10648‑020‑09519‑z
     https://doi.org/10.1007/s10648-020-09519-z [Google Scholar]
  40. Xie, Q., & Andrews, S.
    (2013) Do test design and uses influence test preparation? Testing a model of washback with Structural Equation Modeling. Language Testing, 30(1), 49–70. 10.1177/0265532212442634
     https://doi.org/10.1177/0265532212442634 [Google Scholar]
  41. Zhang, R., & Zou, D.
    (2022) Self-regulated second language learning: a review of types and benefits of strategies, modes of teacher support, and pedagogical implications. Computer Assisted Language Learning, 1–38. 10.1080/09588221.2022.2055081
     https://doi.org/10.1080/09588221.2022.2055081 [Google Scholar]
  42. Zimmerman, B. J.
    (2000) Attaining self-regulation: A social cognitive perspective. InM. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp.13–39). San Diego: Academic Press. 10.1016/B978‑012109890‑2/50031‑7
     https://doi.org/10.1016/B978-012109890-2/50031-7 [Google Scholar]
  43. (2008) Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45(1), 166–183. 10.3102/0002831207312909
     https://doi.org/10.3102/0002831207312909 [Google Scholar]
  44. Zimmerman, B. J., & Martinez-Pons, M.
    (1986) Development of a structured interview for assessing student use of self-regulated learning strategies. American Educational Research Journal, 23(4), 614–628. 10.3102/00028312023004614
     https://doi.org/10.3102/00028312023004614 [Google Scholar]
  45. Zimmerman, B. J., & Schunk, D. H.
    (2007) Motivation: An essential dimension of self-regulated learning. InD. H. Schunk & B. J. Zimmerman (Eds.), Motivation and self-regulated learning: Theory, research, and applications (pp.1–30). Lawrence Erlbaum.
     [Google Scholar]
/content/journals/10.1075/aila.24024.fuk
Loading
Unveiling task value and self-regulated language learning strategies among Japanese learners of English
AILA Review 37, 388 (2024); https://doi.org/10.1075/aila.24024.fuk
/content/journals/10.1075/aila.24024.fuk
/content/journals/10.1075/aila.24024.fuk
Loading

Data & Media loading...

  • Article Type: Research Article
Keyword(s): cost; English as a foreign language learning; self-regulated learning; strategies; task value

Most Cited

This is a required field
Please enter a valid email address
Approval was successful
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error