INTERPLAY OF MOTIVATION, ANXIETY, AND SELF-EFFICACY IN SECOND LANGUAGE LEARNING: A STUDY INTO GOAL SETTING
DOI:
https://doi.org/10.5281/zenodo.21219278Keywords:
Anxiety, Cognition, ESL, Motivation, Self-efficacyAbstract
The present study explores the interplay of motivation, anxiety, and self-efficacy and their interaction with goal setting in the context of second language learning. The researcher used purposive sampling and collected the responses of eight English language learners through open-ended questionnaire via online medium of Google forms. The responses were thematically analyzed using Braun and Clarke’s method of thematic analysis. For the theoretical underpinning, the researcher applied the concepts of Wilhelm Wundt on motivation and goal directed behavior. Along with that, existential ideas about meaning and self-becoming by Ludwig Binswanger were used for a deeper understanding of self-efficacy and motivation. Themes related to motivation, anxiety, self-efficacy, and goal setting show an interconnection of all these concepts. Motivation and anxiety being the most important aspects that provide a push for goal setting and self-efficacy. The findings also highlight that cognitive and emotional strategies are prevalent in responses which work as a force for motivation, self-efficacy, and help to cope with anxiety. Self-efficacy, however, leads to goal setting. It is also revealed that learners navigate their growth through goal setting and self-learning, which work as an element of being and autonomy.
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Copyright (c) 2026 Hamed Hussain Shah, Mehroz Arbab, Anam Bashir (Author)
This work is licensed under a Creative Commons Attribution 4.0 International License.
