Relationship Between Changes in University Students＇ English Proficiency and Their Learning Motivation, Use of Learning Strategies, Academic Self-Concept and Learning Time
This study had two purposes: (a) to obtain descriptive statistics of first-year students＇ learning motivation, use of learning strategies, academic self-concept, and learning time at Hiroshima Jogakuin University; and (b) to specify factors that predict an improvement of the TOEIC® Listening & Reading Test (TOEIC) scores of students with higher and lower levels of English language proficiency. For (a), a total of ₃₆₆ first-year students participated in the survey, and descriptive statistics including the means, standard deviations, and maximum and minimum values of each variable were calculated for the five departments. For (b), ₇₇ students who took the TOEIC in May ₂₀₁₈ and January ₂₀₁₉ were examined. The results of the multiple regression analyses showed that, for students with lower English proficiency, the use of the social strategy and academic self-concept were found to be negative predictors, and learning motivation a positive predictor for TOEIC scores. For those with higher English proficiency, the use of social strategy was revealed to be a predictor for the TOEIC score.
Departmental Bulletin Paper