Academic writing - sample 1

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Motivation and Self-Efficacy in EFL secondary school students

After twelve years of intensively studying English as a foreign language,

learners are expected to have reached at least an upper-intermediate level
equivalent to B2 of the Common European Framework when they are attending
the last years of secondary school. However, some of them do not develop their
interlanguage (IL) as much while others largely exceed this expectation. In an
attempt to explain the possible reasons for such a wide range of attainment in
language acquisition and performance levels amongst senior high school
students, this essay discusses two particular aspects involved in the process of
language learning. Both motivation, analysed from Robert Gardner’s theoretical
perspective, and the concept of self-efficacy, within the framework of
Social-Cognitive Theory, should partially account for learner differences in the
process of language learning and their rate of attainment.
According to the APA Dictionary of Psychology, motivation is both the
impetus that gives purpose or direction to behavior and [. . .] a person’s
willingness to exert physical or mental effort in pursuit of a goal or outcome
(Motivation, 2020). But due to the fact that motivation is not directly observable,
it is difficult to accurately perceive the level of engagement of the learners.
Nevertheless, one can judge from the learners’ behaviour whether they are
actively engaged in classroom activities or not. What is more, considering the
learners’ effort, persistence, and how enthusiastic they are when solving a
particular task, a teacher should be able to reach conclusions as to whether
those activities or tasks were motivating enough for successful outcomes.
Following Gardner’s classification of motivation (as cited in Dörnyer and
Skehan, 2005) instrumental orientations - i.e. the learners’ goals when
attending a language course - may vary broadly. At secondary school, students
may not be aware of these goals either because they have not chosen to attend
the course themselves or because they have not yet made a conscious
reflection on the benefits of acquiring a foreign language. And passing an
international exam at B2 level may not be motivating for them. Therefore, the
role of the teachers is paramount. They could make those goals explicit for
example by highlighting the importance of obtaining the certificate or at least
attaining the level for higher education or to be inserted in the labour market.
Nevertheless, they will need not only to make overt the benefits of learning a
second language, but they must also be aware of other learner differences
such as self-image and their individual learning techniques.
In a foreign language setting such as a secondary school in Argentina,
Gardner’s second form of motivation, which involves the concept of
integrativeness may not seem to apply, because the learners are not immersed
in an English-speaking community. However, today’s adolescents in this
globalised world are very likely to be open minded and even curious about
multiculturalism. Therefore, the target language's cultural backdrop can become
intrinsically motivating for EFL learners. According to Dörnyei and Csizér, “there
is no real or potential integration involved (. . .) in accordance with Gardner’s
original conceptualization”, [but it is related] “to some more basic identification
process within the individual’s self-concept” (as cited in Dörnyei, 2010, p.6).
Research on “ideal selves” indicates that learners’ identification with the target
culture and their need to communicate making use of the target language are
not just a social perception but a cognitive one. As part of this ideal self, Markus
and Nurius proposed that students can perceive the English language as an
attribute of their possible selves (in Dörnyei, 2010, p.6). That is to say, they will
be motivated to learn by seeking opportunities to go the extra mile for further
exposure to the target language. Thus fostering autonomy in older adolescents
who are studying a foreign language will be conducive to motivation.
According to Pajares (2002), self-efficacy beliefs are the basis of human
motivation and accomplishments, since the outcomes of humans’ actions will
largely depend on their confidence and self-appreciation. Self-efficacy is one of
the main concepts developed by Bandura’s Social Cognitive Theory. Pajares
quotes Bandura’s definition of self-efficacy as “people’s judgments of their
capabilities to organize and execute courses of action required to attain
designated types of performances”. That is to say, being able to judge, plan and
decide what to do is essential to achieve goals. He also states that “the higher
the sense of efficacy, the greater the effort, persistence and resilience” (Pajares,
2002, para. 22) will be. Although no accomplishment will be possible unless the
necessary skills and knowledge are developed, adolescents with a high sense
of self-efficacy will most likely succeed in learning English as a foreign language
and even progress at a higher rate than those with a low sense of self- efficacy.
Furthermore, Schunk D. and Meece J. (2005, p. 73) argue that “Compared with
learners who doubt their capabilities, those who feel self-efficacious about
learning or performing a task competently are apt to participate more readily,
work harder, persist longer when they encounter difficulties, and achieve at
higher levels”.
In conclusion, motivation and self-efficacy beliefs are two factors that can
determine second language development. Indeed, successful outcomes will
positively influence motivation and being motivated to learn will lead to success.
Therefore, both situations can be taken by both EFL learners and teachers to
their advantage. So senior high school students can take their prior experience
with the target language in their stride to improve their linguistic performance.
And even though preparing tasks that are updated, relevant to the students’
interests and suitable for their proficiency level is quite demanding, students’
motivation and self-concept will be enhanced.

Bibliography

Dörnyei, Z. (2010). Attitudes, Orientations, and Motivations in Language

Learning:
 Advances in Theory, Research, and Applications. Wiley-Blackwell.
Motivation. (2020) In APA Dictionary of Psychology (American Psychological
Association) retrieved from https://dictionary.apa.org/motivation
Pajares, F. (2002). Overview of social cognitive theory and of self-efficacy.
Retrieved
November 21, 2021, from http://www.uky.edu/~eushe2/Pajares/eff.html
Schunk, D. & Meece, J. (2005). Self-Efficacy Development in Adolescence.
Self-
Efficacy Beliefs of Adolescents, (pp. 71–96) Retrieved from
http://www.uky.edu/~eushe2/Pajares/03SchunkMeeceAdoEd5.pdf