ORCID
0000-0002-8869-7935
Date of Award
5-3-2024
Degree Name
Doctor of Philosophy (PhD)
Degree Type
Dissertation
Abstract
Amidst waning enrollments in U.S. university Spanish courses, particularly at advanced levels, this three-study dissertation addresses the pronounced gender imbalances, delving into the sociopsychological dynamics such as beliefs, attitudes, motivation, and gender in the context of the specific language learning domains of listening, speaking, reading, and writing. Positioned at a crucial juncture—often seen as a gateway to more advanced courses—the research uncovers the nuanced beliefs of learners about these foundational skills. Employing a blend of quantitative and mixed-methods designs, the studies emphasize the pivotal role of reading in advanced university Spanish coursework. Findings from the initial two studies, encapsulating diverse instructional levels, revealed a prevailing trend: learners consistently prioritize speaking and listening, often sidelining reading and writing. Recognizing this trend and reading’s perceived diminished influence on language learning led to a focused exploration into the underlying motivations, particularly through the novel lens of the Expectancy Value Theory in the L2 domain. This dissertation, set against the backdrop of a private Midwestern University, aims to: 1) delve into the beliefs and attitudes of advanced Spanish learners toward all four language skills, highlighting reading and writing; 2) discern how these learners perceive the impact of the four skills on their language learning journey; and 3) unearth the role of the Expectancy Value Theory’s (EVT) motivational constructs in reading comprehension outcomes and decisions to enroll in advanced Spanish courses, with an emphasis on gender’s moderating effects. Methodologically, the research embraces a multifaceted approach. The first study, quantitative in nature, drew from two advanced Spanish courses. The second study adopted a mixed-methods design, encompassing data from 100 participants across varied instructional levels. Finally, the third study employed a quantitative method, surveying 111 students in strategic introductory-advanced Spanish courses. The three studies identified consistent trends: a marked preference for speaking and listening, potentially due to their perceived utility in daily interactions. Distinct gender differences were evident, with female students demonstrating enhanced positive beliefs and attitudes across all skills and outperforming males in reading comprehension slightly. From an EVT vantage point, intrinsic value appeared to have a significant association with enrollment in advanced reading-focused Spanish courses. Collectively, these findings accentuate the need for curricular adjustments, and instructional practices underscoring the interrelated nature of listening, speaking, reading, and writing in achieving holistic language development.
Language
English (en)
Chair and Committee
Cindy Brantmeier
Recommended Citation
Balmaceda Marenco, David Antonio, "Language Enrollment in Higher Education: Exploring Social Psychological Factors in Spanish Language Programs with Advanced Learners" (2024). Arts & Sciences Electronic Theses and Dissertations. 3004.
https://openscholarship.wustl.edu/art_sci_etds/3004