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Description
This pilot study investigated how seven psychological factors relate to English learning achievement among Japanese university students. The findings offer preliminary evidence supporting a multidimensional approach to EFL education, emphasizing that students' psychological characteristics must be considered alongside their academic performance. Ultimately, this research provides the empirical foundation for an ongoing project aimed at developing and evaluating a longitudinal, profile-based support model tailored to students' unique psychological needs to enhance individualized English language learning outcomes.
Abstract section 2: Contribution/research questions
RQ1. What relationships exist between seven psychological factors and English learning achievement among Japanese university students?
RQ2. Which psychological factors are most strongly associated with English learning achievement?
RQ3. Do these relationships differ across student groups?
Abstract section 5: References
- Inada, T. (2023a). Factors in Becoming an Emotionally Positive English User in
University Freshman Classes. English Language Teaching, 76(4) 62-72.
https://doi.org/10.5539/elt.vl6n4p62 - Inada, T. (2023b). The Benefits and Reasons of Student-centered Classrooms: From
Psychological Perspective. International Medical Journal, 30(5) ((251-254)
Abstract section 4: Outcomes/results
The pilot findings indicated that psychological factors were meaningfully associated with English learning achievement, although the pattern of relationships differed across student groups. In particular, self-efficacy emerged as an important predictor of English achievement in one group, while other psychological factors showed significant associations with achievement and with one another. These findings suggest that English learning cannot be adequately explained by language proficiency alone and that students may exhibit different psychological profiles underlying their English performance.
Abstract section 1: Relevance
Previous research in second language acquisition has demonstrated that learners’ emotional and motivational characteristics play an important role in language learning. The applicant’s previous studies have shown that anxiety, enjoyment, motivation, and self-confidence are associated with English learning and proficiency (Inada, 2023a, 2023b). However, these factors have often been examined individually or in relatively limited combinations. A more comprehensive understanding of how multiple psychological factors interact with English achievement may contribute to more effective individualized support for university EFL learners.
Abstract section 3: Content/method
A pilot study was conducted with Japanese university students to examine relationships between seven psychological factors—Anxiety, Enjoyment, Motivation, Self-efficacy, Autonomy, Growth Mindset, and Effort Regulation—and English achievement. Psychological factors were measured through questionnaires, while English achievement was assessed using course examination scores and TOEIC Bridge scores. Correlation and multiple regression analyses were conducted to examine these relationships. Students were also compared according to their English achievement levels to identify differences in psychological characteristics.
| Title | Psychological Factors Associated with English Achievement |
|---|---|
| Teaching Context | College and university education |