Underresearched, but highly relevant in language learning: EFL self-concept as an individual factor in CLIL environments

Size: px

Start display at page:

Download "Underresearched, but highly relevant in language learning: EFL self-concept as an individual factor in CLIL environments"

Brian Johnson
6 years ago
Views:

1 Underresearched, but highly relevant in language learning: EFL self-concept as an individual factor in CLIL environments CLIL symposium at AILA World Congress Rio de Janeiro 25 July, 2017 J u n. - P ro f. D r. D o m i n i k R u m l i c h * rumlich@uni-wuppertal.de / dominik.rumlich@uni-muenster.de *Julia Reckermann was a part of the initial submission, but unfortunately had to pull out. Upon her own request, she is no longer mentioned as an author.

2 Overview Theory & research context: EFL self-concept (in CLIL) Academic void and RQ Methods / study design Results Conclusion / discussion This presentation was based on (if not indicated otherwise) / please see for further information: Rumlich, D. (2017). CLIL theory and empirical reality Two sides of the same coin? Journal of Immersion and Content-based Language Education, 5(1), doi: /jicb rum Rumlich, D., (2016). Evaluating bilingual education in Germany: CLIL students general English proficiency, EFL self-concept and interest. Frankfurt am Main: Lang. 2

What is academic self-concept (ASC)? [A] person s self-perceptions that are formed through experience with and interpretations of one s environment.

3 What is academic self-concept (ASC)? [A] person s self-perceptions that are formed through experience with and interpretations of one s environment. (Shavelson et al, 1976 as cited in Marsh & Martin, 2011, p. 61) vs. Hamster taken from thumb/9/98/goldhamster_terrarium.jpg/266px-goldhamster_terrarium.jpg Rather stable, dispositional or habitual tendencies of self-perception Domain-specific mental cognitive representations (including beliefs) of one s own knowledge, skills, competences, and talents 3

4 What is academic self-concept (ASC)? Hierarchical & multidimensional construct (differential perspective) Global SC = Self-esteem ASC Physical SC Social SC Sciences (maths) Languages (verbal) EFL selfconcept Based on Shavelson, Hubner & Stanton, 1976 as cited in Marsh & Martin, 2011, p. 61f. 4

5 The importance of students academic self-concept (ASC) Self-concept is regarded as a highly important and influential factor [ ] closely associated with people s behaviours and various emotional and cognitive outcomes such as anxiety, academic achievement, happiness, [ ] deficient self-esteem, etc. [ ] [T]he OECD noted that self-concepts are closely tied to students economic success and long-term health and wellbeing (OECD, 2003, p. 9) and play a critical part in students interest in and satisfaction at school, underpin their academic achievement, and constitute a very influential platform for pathways beyond school. (Ackerman, 2003; Marsh, 2007; Marsh, Hau et al, 2006 as cited in Marsh & Martin, 2011, p. 59f) See also Weinert & Helmke,

6 The importance of students academic self-concept (ASC) Language interrelated with identity (e.g., Crookall & Oxford, 1988) and a potential threat to one s self (Gardner & Lalonde, 1985) => renders language learning different from other subjects Identity formation = major developmental task during adolescence/secondary education => ASC bound to play major role in language learning (e.g., Csizér & Magid, 2014; Mercer, 2014), especially during adolescence 6

7 The importance of students academic self-concept (ASC) The self has gained increasing recognition and importance in educational research and theories of motivation, e.g., Self-Determination Theory (e.g., Deci & Ryan, 1985; 2000) Expectancy-x-Value Theory (Atkinson, 1957; 1964) with its extension to education by Eccles (née Parsons) and Wigfield (Eccles [Parsons], 1983; 2005; Wigfield, 1994); expectancy part often operationalised through measures of (academic) selfconcept and the value component through subject interest Social cognitive theory (Bandura, 1986) with its major concept of self-efficacy (Bandura, 1977; 1997) 7

8 Self-concept research Long tradition in educational sciences (with Shavelson et al. s hierarchical model as foundation for a domineering differential perspective) In educational sciences in Germany: ASC = most significant affective-motivational predictor of scholastic achievement across all subjects (Helmke & Weinert, 1997) Ever growing interest in ASC also in the area of language learning (with Gardner, Oxford, Dörnyei, Ushioda, Csizér, Mercer at the forefront) 8

9 Students academic self-concept and CLIL Prerequisites for synergy between ASC and achievement constructive feedback + judicious praise opportunities for mastery experiences choice + involvement in constructing learning (learner auton.) support in making appropriate attributions for success + failure (Marsh & Craven, 2006, p.159) => The essence of modern language teaching with CLIL as a favourable environment for self-concept enhancement 9

10 Students academic self-concept and CLIL CLIL and EFL self-concept: The flip side of the CLIL medal: Two major sources of self-concept formation internal (comparisons of one s own performance/skills across domains; often contras between verbal vs. maths/sciences) external (performance of peers, grades/feedback from teacher) => Detrimental effect of high proficiency environments: Big-fish-little-pond effect (Marsh, 1987) Research question: Does CLIL enhance EFL self-concept? 10

11 Students academic self-concept and CLIL Germany: Very little large-scale research on self-concept and language learning (DESI: Helmke et al, 2007; Zaunbauer & Möller, 2013); often only measured with a short scale comprised of three items (empirically unstable, not very differentiated) relationship between ASC and achievement largely unclear CLIL (Dallinger, 2015): Higher EFL ASC of CLIL students, but unclear whether or not this is DUE TO CLIL 11

12 Study design Longitudinal End of year 6 (M age = 11.9 years; 2011), before CLIL (creaming/selection and preparation) End of year 8 (2013), after 2 years of CLIL Various foci of the study; one was EFL self-concept and general English proficiency in CLIL and non-clil groups 12

13 N=1.398, 50 classes [993; 43]; exclusion: 23 CLIL stds with English as L1 M age (yr 6) = 11.9 (SD=.47); 50.5% female Rumlich, 2016, p

14 Factor analyses Titelmasterformat durch Klicken bearbeiten Year 6 Year 8 Item Loading M SE Loading M SE ASC ASC ASC ASC ASC ASC ASC ASC Cronbach s α =.87 Cronbach s α =.90 Rumlich, 2016, p

15 Research instruments (among others) 1) Academic self-concept (PISA/DESI + adaptations; 8 items) good quality of instrument/stat. properties confirmed: CFA; (part.) strict long. fact. invariance [Χ²(110)=364, p=.000; CFI=.96; RMSEA=.05; SRMR=.04; Cronb. α yr6/8 =.87/.90] 2) General language proficiency (C-Test; Hamburger SL 6/7; 8/9); Amt für Schule der Stadt Hamburg, 1998/2000) Rasch model; PISA criteria: 0.8 < WMSQ < 1.3; EAP/PV rel. >.90 15

16 A model of EFL self-concept and proficiency (β est.) Extract: Rumlich, 2016, p ** n.s..60** n.s..32**.59**.22** 16

17 Development of EFL self-concept 17

18 Conclusion: Relevance of EFL self-concept EFL self-concept constitutes major influence on general EFL proficiency and interest in EFL classes (in accordance with theoretical claims; e.g., expectancy-value theory) Absolute influence on proficiency seems to decrease over time, but this is the effect of prior knowledge Prior EFL self-concept is major predictor of subsequent SC EFL SC is stronger predictor of interest than prior interest Promising branch of affective-motivational research that deserves more attention in the future 18

19 Conclusion: Influence of CLIL on EFL self-concept Future CLIL students substantially better EFL self-concept (0.34 < Cohen s d < 0.55) Slight increase in differences between CLIL and non-clil students over time (approaching statistical significance in a complex statistical model; Cohen s d 0.50 in year 8) High-proficiency environment does not (fully) prevent positive effects on EFL self-concept from occurring, but effects of the environment became obvious Teachers should consider students EFL self-concept and foster it with appropriate attributions, judicious praise etc. 19

20 Thank you very much for your interest! This presentation was based on / please see for further information: Rumlich, D. (2017). CLIL theory and empirical reality Two sides of the same coin? Journal of Immersion and Content-based Language Education, 5(1), doi: /jicb rum Rumlich, D., (2016). Evaluating bilingual education in Germany: CLIL students general English proficiency, EFL self-concept and interest. Frankfurt am Main: Lang. 20

21 Literature I Titelmasterformat durch Klicken bearbeiten Ackerman, P. L. (2003). Cognitive ability and non-ability trait determinants of expertise. Educational Researcher, 32, doi: / x Atkinson, J. W. (1957). Motivational determinants of risk-taking behavior. Psychological Review, 64(6), doi: /h Atkinson, J. W. (1964). An introduction to motivation. Princeton, NJ: Van Nostrand. Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), doi: / X Bandura, A. (1997). Self-efficacy: The exercise of control. Princeton, NJ: Freeman. Crookall, D., & Oxford, R. L. (1988). Review Essay. Language Learning, 38(1), doi: /j tb00404.x Csizér, K., & Magid, M. (Eds.). (2014). The impact of self-concept on language learning. Bristol, UK: Multilingual Matters. Dallinger, S. (2015). Die Wirksamkeit bilingualen Sachfachunterrichts: Selektionseffekte, Leistungsentwicklung und die Rolle der Sprachen im deutsch-englischen Geschichtsunterricht (PhD Dissertation). Pädagogische Hochschule Ludwigsburg, Ludwigsburg, Germany Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York, NY: Plenum. Deci, E. L., & Ryan, R. M. (2000). The what and why of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), doi: /s pli1104_01 Eccles [Parsons], J. S. (1983). Expectancies, values, and academic behaviors. In J. T. Spence (Ed.), Achievement and achievement motivation (pp ). San Francisco, CA: Freeman. Eccles, J. S. (2005). Subjective task value and the Eccles et al. model of achievement-related choices. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp ). New York, NY: Guilford Press. Gardner, R. C., & Lalonde, R. N. (1985). Second language acquisition: A social psychological perspective. Paper presented at the 93rd Annual Convention of the American Psychological Society (23 27 August), Los Angeles, CA. Retrieved from Helmke, A., Schrader, F.-W., Wagner, W., Nold, G., & Schröder, K. (2008). Selbstkonzept, Motivation und Englischleistung. In E. Klieme (Ed.), Unterricht und Kompetenzerwerb in Deutsch und Englisch. Ergebnisse der DESI-Studie (pp ). Weinheim, Germany: Beltz. 21

22 Literature Titelmasterformat durch Klicken bearbeiten Helmke, A., & Weinert, F. E. (1997). Bedingungsfaktoren schulischer Leistung. In F. E. Weinert (Ed.), Enzyklopädie der Psychologie. Themenbereich D: Praxisgebiete. Serie 1: Pädagogische Psychologie: Vol. 3. Psychologie des Unterrichtens und der Schule (pp ). Göttingen, Germany: Hogrefe. Marsh, H. W. (1987). The big-fish-little-pond effect on academic self-concept. Journal of Educational Psychology, 79(3), doi: / Marsh, H. W. (1993). Academic sel-concept: Theory, measurement and research. In J. Suls (Ed.), Psychological perspectives on the self (Vol. 4, pp ). Hillsdale, NJ: Erlbaum. Marsh, H. W. (2007). Self-concept theory, measurement and research into practice: The role of self-concept in educational psychology. Leicester: British Psychological Society. Marsh, H. W., & Craven, R. G. (2006). Reciprocal effects of self-concept and performance from a multidimensional perspective. Beyond seductive pleasure and unidimensional perspectives. Perspectives on Psychological Science, 1(2), doi: /j x. Marsh, H. W., Hau, K.-T., Artelt, C., Baumert, J., & Peschar, J. L. (2006). OECD's brief self-report measure of educational psychology's most useful affective constructs: Cross-cultural, psychometric comparisons across 25 countries. International Journal of Testing, 6(4), doi: /s ijt0604_1. Marsh, H. W., Hau, K.-T., & Kong, C.-K. (2002). Multilevel causal ordering of academic self-concept and achievement: Influence of language of instruction (English compared with Chinese) for Hong Kong students. American Educational Research Journal, 39(3), doi: / Marsh, H. W., & Martin, A. J. (2011). Academic self-concept and academic achievement: Relations and causal ordering. British Journal of Educational Psychology, 81(1), doi: / x Marsh, H. W., Trautwein, U., Lüdtke, O., Köller, O., & Baumert, J. (2005). Academic self-concept, interest, grades, and standardized test scores: Reciprocal effects models of causal ordering. Child Development, 76(2), doi: /j x Mercer, S. (2014). Re-imagining the self as a network of relationships. In K. Csizer & M. Magid (Eds.), The impact of self-concept on language learning (pp ). Bristol, UK: Multilingual Matters. 22

23 Literature Titelmasterformat durch Klicken bearbeiten OECD. (2003). PISA literacy skills for the world of tomorrow further results from PISA Paris: OECD and UNESCO. Shavelson, R. J., Hubner, J. J., & Stanton, G. C. (1976). Self-concept: Validation of construct interpretations. Review of Educational Research, 46, Wigfield, A. (1994). Expectancy-value theory of achievement motivation: A developmental perspective. Educational Psychology Review, 6(1), doi: /bf

Academic Self-concept and Academic Achievement: Relations and Causal Ordering. Herbert W. Marsh, Oxford University, UK

This MS is the final prepublication (open access) version of the published article: Academic Self-concept 1 Marsh, H. W. & Martin, A. J. (2011). Academic self-concept and academic achievement: Relations