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• W13944330 abstract "Enrollment in a foreign language course increasingly is becoming an essential part of college students' programs of study. As a result, there has been an influx of students with diverse backgrounds, interests, and aspirations enrolling in foreign language courses in order to fulfill degree requirements. Unfortunately, many students underachieve in foreign language courses. Thus, this study of 184 university students sought to determine predictors of foreign language achievement. A setwise multiple regression analysis revealed that five variables (i.e. academic achievement, foreign language anxiety, expected overall average for current language course, value placed on cooperative learning, and gender) contributed significantly to the prediction of foreign language achievement. Specifically, students who tended to have the greatest problems acquiring a foreign language tended to be male, have low levels of academic achievement, have low expectations, value cooperative learning, and have the highest levels of anxiety. Overall, academic achievement was the best predictor, explaining 14.0% of the variance in achievement. Foreign language anxiety, the next best predictor, explained 10.5 % of the variance. The educational implications of these findings for improving the acquisition of foreign language are discussed, as are suggestions for future research. (Contains 34 references.) (Author/SLD) ******************************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * ******************************************************************************** U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) 6J-44111clocument has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. Language Anxiety 1 PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY A11041 Li -31 60 Le tit_9 lou2-1 TO THE T EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) Predicting Achievement in College-Level Foreign Language Courses Christine E. Daley Clinch County Schools Homerville, GA Anthony J. Onwuegbuzie Department of Educational Leadership Valdosta State University Phillip Bailey Department of Foreign Languages University of Central Arkansas Poster presented at the annual conference of the Mid-South Educational Research Association, Memphis, TN, November 12, 1997. 2 BEST COPY AVAILABLE" @default.
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• W13944330 title "Predicting Achievement in College-Level Foreign Language Courses." @default.
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