Motivation, self-efficacy beliefs and speaking anxiety in language MOOCs

Barkanyi, Zsuzsanna (2021). Motivation, self-efficacy beliefs and speaking anxiety in language MOOCs. ReCALL - Researching Massive Open Online Courses for language teaching and learning, 33(2) pp. 143–160.

DOI: https://doi.org/10.1017/S0958344021000033

Abstract

This paper examines the role of motivation, anxiety and self-efficacy beliefs and their interplay with regard to speaking on beginners’ Spanish LMOOCs by answering three research questions: (1) what are learners’ motivations and goals for joining these LMOOCs and how do these relate to Foreign Language Speaking Anxiety; (2) how do learners’ self-efficacy beliefs and anxiety levels change as a result of course completion; and (3) is there a correlation between motivation, Foreign Language Speaking Anxiety and self-efficacy beliefs in this context? A mixed methods research design used quantitative and qualitative data gathered from self-reflective questionnaires and forum discussions. The results reveal that learners with intrinsic motivation are more likely to complete the courses than those who sign up to manage a personal situation or advance in their career or studies. No direct correlation was, however, found between motivation and the other variables under scrutiny. Learners present higher self-efficacy beliefs at the end of the courses than at the beginning, while anxiety levels are affected to a much smaller degree by course completion. Although spoken interactions in this learning environment are not synchronous, apprehension and anxiety prevent many learners from fully participating in the speaking activities.

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