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Please use this identifier to cite or link to this item: http://ir.ncue.edu.tw/ir/handle/987654321/14471

Title: The Effect of Specific Goals on EFL Students’ Self-efficacy and Performance of Vocabulary Learning
Authors: Chang, Shan-Mao
Contributors: 英語學系
Keywords: Specific goals;Self-efficiancy of vocabulary learning;Performance of vocabulary learning
Date: 2012-03
Issue Date: 2012-11-22T04:33:02Z
Publisher: 彰化師範大學文學院
Abstract: The purpose of the present study was two-fold. First, it investigated the relative
effects of the specific goal and the vague goal on EFL students’ self-efficacy and
performance of vocabulary learning. Second, it aimed to obtain in-depth understandings
of the teacher’s and the students’ perceptions about the goal setting in the study. One
hundred and two junior high school students and their English teacher participated in the
study. The students were divided into two different groups, i.e., specific goal group
(experimental group) and vague goal group (control group). Both groups were instructed
25 new vocabulary words by the same EFL teacher. Prior to the instruction, all
participants were informed that a test on the 25 vocabulary words would be given three
days after the instruction. Meanwhile, each student in the experimental group was
assigned an individual goal regarding the test by the teacher. The students of the control
group were told to “do your best” and “work hard” for the test as their goal.
Both quantitative and qualitative methods were used. Student self-efficacy
questionnaire responses and the vocabulary test scores of these two groups were
compared at the end of the experiment. The t-test results showed that the experimental
group outperformed the control goal group in both the vocabulary test and self-efficacy
scores, which suggested that setting specific goals was more effective in enhancing
students' self-efficacy and performance. In addition to the quantitative analysis,
qualitative techniques such as student journals and the teacher interview were employed
to obtain in-depth understandings about the students’ and teacher’s perceptions of the
goal setting in this study. It was found that students and the teacher both perceived setting
specific goals as an effective way to enhance learning motivation and self-efficacy.
Relation: 彰化師範大學文學院學報, 5: 53-74
Appears in Collections:[文學院學報] 第五期

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