The effects of locus of control, working memory, motivation, and verbal ability on foreign language learning

The present study attempted to investigate the effects of locus of control, working memory, motivation components (intrinsic-extrinsic motivation, task value), and verbal ability on foreign language learning. In addition, this study combined these variables to see if they better predict the performance of foreign language learning tasks than each variable separately. It was predicted that these variables would be related to foreign language learning, and will interact with each other to increase the performance of foreign language learning.;Ninety-one university undergraduates studying an introductory French course completed four instruments: Rotter's internal-external locus of control scale, Word Memory Test, The Motivated Strategies for Learning Questionnaire, and The Quick Word Test.;A step-wise regression analysis revealed that the best predictor variables of foreign language learning were: working memory, task value, and verbal ability. Locus of control and extrinsic motivation were not significantly related to foreign language learning. A 3 x 2 analysis of variance were conducted with working memory, task value, and verbal ability as independent variables, and mid-term tests, final test, and total score as dependent variables. Results indicated a consistent task value x verbal ability interaction in the three dependent variables. Also, a three-way interaction was detected among working memory, task value, and verbal ability in the total foreign language score.;The principal implication for education is that working memory, task value, and verbal ability are related to foreign language learning to a significant degree. Using strategies of fostering these variables will have an efficient impact on foreign language. Limitation of the present study is forwarded.