What we know about expectancy-value theory, and how it helps to design a sustained motivating learning environment
By E. Loh. System (Linköping), 2019
98 citations recorded by the source corpus.
Abstract The expectancy-value theory (EVT) is widely used to explain and predict students' learning performance, persistence and aspirations. However, very few studies have examined how expectancy and subjective task values, the two constructs derived from the theory, are related to second language (L2) learning, and how the theory can be applied to daily teaching for the improvement of students’ learning. Considering the rapid increase in the number of L2 students around the world, this article aims to propose possible ways to apply the EVT to daily L2 teaching and learning, as well as to create an optimal and sustained learning environment for the students, by reviewing the development of EVT and important studies related to L1 and L2 learning. Suggestions for new directions for future research are also provided.
Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology
View Paper: https://www.semanticscholar.org/paper/eca7e39ca6f74a0f85f732e4a48a405ffd9bdd97
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In Developmental and Educational Psychology
In Experimental and Cognitive Psychology
Citations in the corpus
- Self-determination for all language learners: New applications for formal language education (2019, background): “While other theories hypothesize that motivation is primarily quantitative in nature (e.g., the L2 Motivational Self System, D€ornyei & Ryan, 2015; Expectancy-Value Theory, Loh, 2019 etc.), self-determination theory proposes that the more important issue is the quality of motivation.”
- Acting, thinking, feeling, making, collaborating: The engagement process in foreign language learning (2019, unknown): “As discussed in other articles of this special issue, motivation is both a qualitative and quantitative phenomenon (McEown & Oga-Baldwin, 2019; Fryer, 2019; Loh, 2019) that promotes language learning.”