The investigation on the academic self-schemas of foreign language learners

Abstract

This study aims to explore the effects of background
information on EFL learners’ self-schemas. The result shows as
the following. First, in terms of participants’ academic selfschemas,
the results show that temporal, value, and efficacy
dimension are significantly related to students’ foreign language
learning. Second, past learning experience has higher degree of
impact on male students than on female students. Third, there
are significant differences among the number of hours spent
studying foreign language after class from the learners’ points of
view. Forth, regarding learners’ academic self-schemas, most
learners claim that academic self-schemas may influence their
foreign language learning motivation. The outcome of this study
reveals that academic self-schemas play a decisive role in college
students’ foreign language learning.