DefinePK

Research Objective

To test a theoretical model using structural equation modeling (SEM) that subsumes the latent variables Foreign Language Enjoyment (FLE), Foreign Language Classroom Anxiety (FLCA), foreign language (FL) perceived competence, and FL learning effort as the criterion measure, specifically among Saudi military cadets studying English.

Methodology

A quantitative approach utilizing Structural Equation Modeling (SEM). Data was collected via a five-point Likert scale questionnaire (36 items) adapted from previous studies, measuring FLE, FLCA, FL perceived competence, and FL learning effort. Participants were 148 second-year Saudi military cadets studying English as their only foreign language at a Saudi military academy. Data analysis involved SPSS 20.0 for initial checks (including Cronbach's alpha) and AMOS 21.0 for SEM, employing Maximum Likelihood estimation to evaluate the measurement and structural models using various fit indices (CMIN/df, GFI, CFI, TLI, RMSEA).

Methodology Flowchart

                        graph TD; A[Hypothesized Model Formulation] --> B[Data Collection: Questionnaire Survey N=148 Cadets]; B --> C[Data Pre-processing using SPSS 20.0]; C --> D[Reliability Check: Cronbach's Alpha]; D --> E[SEM Analysis using AMOS 21.0]; E --> F[Model Fit Evaluation using Indices]; F -- Acceptable Fit --> G[Identify Significant Pathways]; G --> H[Final Model Determination]; H --> I[Interpretation and Discussion]; I --> J[Conclusion];                    

Discussion

The findings confirm the consensus that FLCA negatively influences FL learning outcomes. The indirect negative impact of FLCA on FLE and learning effort suggests that anxiety primarily undermines learners' self-perception of competence, which subsequently hampers enjoyment and effort. FL perceived competence acts as a mediator between FLCA and FLE. FLE was confirmed as the direct positive determinant of FL learning effort, suggesting that enjoyable experiences, possibly driven by the perceived importance of English for their careers, motivate the cadets to invest more effort despite underlying anxiety.

Key Findings

1. FLCA negatively impacted all other latent variables in the proposed model.
2. The negative influence of FLCA on FL perceived competence was direct, but its influence on FLE and FL learning effort was indirect (mediated by perceived competence).
3. FL perceived competence was negatively impacted by FLCA but directly and positively contributed to FLE.
4. FLE was the only latent variable that determined FL learning effort; it contributed positively and directly to learning effort.
5. Three hypothesized relations were omitted from the final model: FLCA $\rightarrow$ FLE, FLCA $\rightarrow$ FL learning effort, and FL perceived competence $\rightarrow$ FL learning effort.

Conclusion

FLCA negatively affects FL learning through its impact on perceived competence and enjoyment. FL perceived competence positively drives FLE, and FLE is the sole direct predictor of FL learning effort among these Saudi military cadets. The results underscore the importance of fostering enjoyment and competence perception to encourage learning effort in high-stakes FL learning contexts.

Fact Check

1. The study sample consisted of 148 Saudi cadets.
2. English is the only foreign language taught at the Saudi military academy attended by the participants.
3. The lowest Cronbach's alpha reported for the latent variables was .67 (for FL Learning Effort).

Mind Map