The relationship between task value of learning English and English achievement among art majors: A moderated chain mediation model analysis

Abstract

Art majors often face a distinct learning context for English as a Foreign Language (EFL) learning, characterized by structural and cognitive barriers that increase the difficulty of engaging in English study. However, the motivational mechanisms linking task value of learning English to English achievement within this specific context remain underexplored. This study employed the expectancy-value-cost theory (EVCT) to investigate the role of task value in their unique learning context. By testing a moderated chain mediation model, it systematically analyzed the relationships among task value of learning English, learning engagement, learning procrastination, self-efficacy, and English achievement. An online survey was administered to 588 art majors from a university in China. Data were analyzed using SPSS 26.0, AMOS 24.0, and the PROCESS macro (Model 6 and 91) with bootstrap methods. The results revealed that task value was associated with English achievement not directly, but through a sequential pathway: it was positively related to learning engagement, which in turn was linked to reduced procrastination, and ultimately to better achievement. Learning engagement emerged as a pivotal sequential mediator, whereas procrastination did not mediate the relationship independently. Furthermore, self-efficacy moderated the association between learning engagement and procrastination, with a stronger negative link observed among students with high self-efficacy. These findings highlight the importance of fostering engagement and building self-efficacy to translate task value into successful learning outcomes for art majors, offering practical implications for instructional design in this unique context.