The investigation on the academic self-schemas of foreign language learners

DOI: 10.5176/2251-2853_2.1.94

Authors: Hsin-Yi Huang, Szu-Wei Kuo,

Abstract:

This study aims to explore the effects of background information on EFL learners’ self-schemas. The result shows as the following. First, in terms of participants’ academic selfschemas, the results show that temporal, value, and efficacy dimension are significantly related to students’ foreign language learning. Second, past learning experience has higher degree of impact on male students than on female students. Third, there are significant differences among the number of hours spent studying foreign language after class from the learners’ points of view. Forth, regarding learners’ academic self-schemas, most learners claim that academic self-schemas may influence their foreign language learning motivation. The outcome of this study reveals that academic self-schemas play a decisive role in college
students’ foreign language learning.

Keywords: foreign language learning, academic self-schemas, learning motivation