The impact of social psychological factors on Taiwanese adult learner's second language achievement and performance

2005 2005

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Abstract (summary)

Introduction/purpose of the study. Considerable research has demonstrated that achievement in a second language is related to attitudinal and motivational factors, as well as a growing interest that social psychological factors, such as parents' socio-economic status, language learning environment and a learner's internal mental state may also be related to second language achievement and competency (Gardner & Lambert, 1959, 1972, 1985; Clement, Gardner & Smythe, 1977; Gardner, 1985b; Gardner & MacIntyre, 1992, 1993). Studies that focus on the process of learning a second language as a social psychological phenomenon and on the importance of the situation under which language learning takes place are much needed. The purpose of this study was to examine the relationship of language achievement to three primary components of a socio-educational model (integrativeness, attitudes toward the learning situation, and motivation).

Research methods. Survey and demographic data including students' grade point averages, family annual income, computer-based TOEFL test scores, enrollment status, and parents' educational attainment were collected through a web-based survey questionnaire. A sample of 205 Taiwanese students from Taiwan participated in the study. Students were randomly drawn from 14 universities located at different geographic locations. The survey was administered during the Spring semester 2003.

Data analysis. To estimate the influence of both psychosocial and demographic/SES factors on second language performance, the following six blocks were entered in a hierarchical logistic regression equation: (1) Father's Educational Attainment, Family Annual Income, Self-reported Computer-based TOEFL, (2) Degree of Commitment to Learn English, (3) Motivation to Learn English, (4) Perceptions toward Second Language Teachers' Effectiveness, (5) Desire to Assimilate through English-Related Activities and (6) Focus on Learning English.

Two statistical analyses were applied to the data, exploratory factor analyses followed by logistic regression analysis. The factor analyses provided the identification of an internally consistent set of measures. Logistic regression was used in the current study to test the different models proposed. The use of logistic regression presumes a relationship between an outcome variable (performing well versus not performing well) and a set of predictor variables (demographic characteristics and motivational/attitudinal factors). The analysis examined the contribution of each of the six major dimensions (blocks) in explaining the criterion variable (second language performance). (Abstract shortened by UMI.)

Indexing (details)

Adult education;
Continuing education;
Language arts;
Minority & ethnic groups;
0727: Curricula
0727: Teaching
0516: Adult education
0516: Continuing education
0279: Language arts
0631: Minority & ethnic groups
0631: Sociology
Identifier / keyword
Social sciences; Education; Achievement; Adult learner; Second language; Social psychological factors; Taiwanese
The impact of social psychological factors on Taiwanese adult learner's second language achievement and performance
Yeh, I-Ching (Karen)
Number of pages
Publication year
Degree date
School code
DAI-A 66/02, Dissertation Abstracts International
Place of publication
Ann Arbor
Country of publication
United States
9780542003059, 0542003058
University of Houston
University location
United States -- Texas
Source type
Dissertations & Theses
Document type
Dissertation/thesis number
ProQuest document ID
Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.
Document URL
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