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Type :thesis
Subject :LB Theory and practice of education
Main Author :Suo, Yanju
Title :Role of self efficacy, attitude, engagement and anxiety on achievement of Malaysian learners of Mandarin as a foreign language
Place of Production :Tanjong Malim
Publisher :Fakulti Pembangunan Manusia
Year of Publication :2023
Corporate Name :Universiti Pendidikan Sultan Idris
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Abstract : Universiti Pendidikan Sultan Idris
The objective of this study is to investigate the relationships between engagement, attitudes, anxiety, and Mandarin achievement among Malaysian learners of Mandarin as a foreign language (MFL). It also aims to examine the role of self-efficacy in mediating between determinants of MFL achievement. A quantitative study was selected to answer five research questions. Four sets of instruments adapted from the previous study were used to measure Self-efficacy, Engagement, Attitude and Anxiety. The Psychometric properties of the instruments were evaluated via experts' comments, while the internal consistencies were examined through Cronbach's alpha. The values of Cronbach's alpha ranged from .746 to .915, indicating the instruments’ appropriateness and suitability. 614 MFL learners from Malaysian public universities were chosen as a sample through cluster sampling. Exploratory Factor Analysis (EFA), Confirmative Factor Analysis (CFA), Structural Equation Modelling (SEM), and MANOVA were used to analyse the data. The results of EFA and CFA suggested that the engagement, attitudes, anxiety, and self-efficacy were loaded according to the predetermined theory, which indicated strong construct validity. The SEM result showed that engagement and self-efficacy were directly and positively related to MFL achievement. At the same time, anxiety was negatively but statistically associated with achievement. There were significant differences between learning engagement across gender, self-efficacy across ages and proficiency levels. However, anxiety and attitudes are statistically insignificant across gender, age, and proficiency levels. The results of the present study suggested that language learning engagement and selfefficacy are significant determinants of MFL achievement. In contrast, language anxiety contributes negatively to MFL achievement. The implication of this study suggested engagement, self-efficacy, and language anxiety should be given importance since they affect the success of learning MFL.

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