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Entry #23
AES Student Submission form
Submitted: 2025-04-25 17:02:52
Form Fields
Duplicate
Admin Only
ID: 39
Faculty and/or Staff Mentor(s)
- All student submissions for presentations at AES must have the approval of a WOU faculty or staff mentor. To learn more about this requirement please visit http://wou.edu/pure/academicexcellenceshowcase/students/. The identified and approving mentor(s) will be automatically notified upon completion of this form.
- If you do not have a mentor's approval, please discuss your presentation ideas and proposal abstract with a faculty or staff member and ask them for their approval and sponsorship before completing this form.
- You must have approval BEFORE submitting or your presentation may not be included in AES.
Mentor Email
ID: 30
Mentor Name
ID: 29
First: Rob
Last: Troyer
Do you have more than one mentor who should be listed for this submission?
ID: 32
No
Has your faculty or staff mentor reviewed your proposal and approved it for submission?
ID: 3
Yes: Yes
Presenters
ID: 4
| WOU Email | First Name | Last Name | vNumber | Major | Year (Senior, Junior, etc.) | Home Town |
|---|---|---|---|---|---|---|
| nmckinney22@mail.wou.edu | Nicole | McKinney | V00392157 | Education | Junior | Dallas |
What type of session are you participating in?
ID: 6
Presentation
Do you have a session key provided by your faculty mentor(s)?
ID: 8
Yes
Session Key
ID: 9
WOU-aes2025
Select the sponsored section your presentation will be part of
ID: 10
Literature, Writing and Linguistics
Title of your presentation/poster/performance
ID: 7
The Influence of Topic Interest, Motivation, and Self-efficacy on Speech Production in English Learners
Are there any accompanists or composers that should be recognized in the program?
ID: 14
No
Did your project involve Human Subjects?
ID: 15
Yes
Abstract or image files
ID: 17
I will add an abstract now
Abstract
ID: 21
This project explores how motivation, topic interest, and self-efficacy influence second language (L2) speech production among Taiwanese English learners. Data was gathered from three English learners through a series of structured conversation sessions on “East Asian influences on U.S culture,” which were transcribed and followed-up with a questionnaire. The data was analyzed and broken into session and participant specific charts. This revealed learners produced more speech when topics aligned with their personal interests, experiences, or values, even when their prior knowledge was limited. Intrinsic motivation was also consistently high, despite a lack of interest or enthusiasm with some questions. Furthermore, a learners’ self-efficacy, particularly their self-proclaimed English proficiency, affected their willingness to communicate–learners with lower self-confidence required more prompting and produced less speech. These findings suggest L2 educators should tailor speech activities to student interest and scaffold content to build a learner’s confidence within a topic. More specifically, this project highlighted the importance of learner-centered and interested-based approaches to increase speech production, interest, and communicative confidence
Do you give us permission to publish your work online in partnership with Hamersly Library?
ID: 16
Yes
Would you be interested in submitting your work to PURE Insights?
ID: 24
No
Model release statement
ID: 18
Yes
Are you willing to allow WOU to make a video recording of your session?
ID: 23
Yes
I am interested in participating in a session to learn about preparing:
ID: 25
Presentations: Presentations
Name
Hidden
ID: 33
First: Nicole
Last: McKinney
vNumber
Hidden
ID: 34
V00392157
Email
Hidden
ID: 35
nmckinney22@wou.edu
