Using Expectancy Value Theory to understand motivation, persistence, and achievement in university-level foreign language learning

Most students take language courses at university, but only a fraction go beyond the introductory and intermediate levels despite the fact that continued study is likely necessary to achieve full communicative competence in the target language. By shedding light on the motivational pathways that predict language learning effort, persistence, and achievement, motivation research can provide actionable data that can guide strategies to help students generate and maintain motivation, leading to better learning outcomes and a stronger and healthier language program for educators and administrators. This survey-based study applied Expectancy Value Theory to understand links between motivation, persistence, and achievement in a fourth-semester Spanish course, a critical transition point in the language curriculum. Expectancy Value Theory subcomponents showed differential relationships to willingness to communicate, enrollment choices, and final course grade. Based on this data, suggestions are offered for supporting university students' language learning interest and achievement.

Automated summary

Most university students only reach introductory and intermediate levels in language courses, but continued study is necessary for full communicative competence. Motivation research can provide actionable data to guide strategies for maintaining motivation and achieving better learning outcomes. Applying Expectancy Value Theory, this study explored the links between motivation, persistence, and achievement in a fourth-semester Spanish course.