Enhancing Second Language Learning Motivation and Achievement: Which Type of Home Support Is Effective?

• In Event: Student Motivation Across Mathematics and Language Learning Domains

Abstract

This study examined the relations between home support (second language (L2) use at home, homework support and tuition duration), motivational beliefs (self-efficacy, interest and task importance), learning behaviours (classroom engagement, effort regulation and effort withdrawal) and L2 achievement in 1,410 Singaporean 5th graders. Gender differences were also examined. L2 use at home was the most powerful predictor for both genders. It directly and positively predicted all motivational belief variables and predicted L2 achievement both directly and indirectly through motivational beliefs and learning behaviours. Homework support predicted motivational beliefs directly and predicted L2 achievement indirectly through motivational beliefs and learning behaviours only among boys. Tuition duration was not a significant predictor of motivational beliefs, learning behaviours or achievement for both genders.

Authors

• Baoqi Sun, Nanyang Technological University - National Institute of Education
  Presenting Author

• Youyan Nie, National Institute of Education - Nanyang Technological University
  Presenting Author

• Hock Huan Goh, National Institute of Education - Nanyang Technological University
  Non-Presenting Author

• Hwei Ming Wong, National Institute of Education - Nanyang Technological University
  Non-Presenting Author

• Dennis Kwek, National Institute of Education - Nanyang Technological University
  Non-Presenting Author