Mostafa Younesi; Ebrahim Khodadady
Volume 9, Issue 19 , June 2017, , Pages 73-90
Abstract
This study tries to find what factors underline the characteristics of acqusition of English language in EFL classrooms. The questionnaire addressing the Characteristics of English Language Acqusition Scale ( ELAS) and consisting of 41 closed questions was designed by the researchers of this study and ...
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This study tries to find what factors underline the characteristics of acqusition of English language in EFL classrooms. The questionnaire addressing the Characteristics of English Language Acqusition Scale ( ELAS) and consisting of 41 closed questions was designed by the researchers of this study and was administered to 388 pre University Iranian EFL students at various private and public schools in Neyshabour ,Zebarkhan, to test the number of extracted factors and their cross loading . The 41 characteristics loaded on twelve rotated factors when the Principle Axis Factoring was applied to the participants' responses i.e., Learning boosters, facilitation, determination, voluntary, teaching methodology, affective factors, attitudes toward foreign speakers and their culture, learner engagement, adjustment, enhancement, teachers'output and individual differences.
Nasser Rashidi; Mortaza Yamini; Elham Shafiei
Volume 3, Issue 7 , December 2011, , Pages 145-174
Abstract
The present study intended to propose a causal model of factors that would predict Oral Communication Apprehension (OCA) of Iranian learners of English as a foreign language. To conduct the study, 135 male and female University students majoring in English were selected. Five variables including: learners’self-esteem ...
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The present study intended to propose a causal model of factors that would predict Oral Communication Apprehension (OCA) of Iranian learners of English as a foreign language. To conduct the study, 135 male and female University students majoring in English were selected. Five variables including: learners’self-esteem and introversion/extroversion(as independent variables), their gender and proficiency level (as moderator variables)and their oral communication apprehension (as the major dependent variable) were selected. To collect the data necessary for the study a language proficiency test and three questionnaires were used. Statistical analyses revealed that all the independent and moderate variables predicted the participants’ OCA. Furthermore, extroversion was found to be the strongest predictor of OCA. Results of the t-test and one-way ANOVA revealed that females and students of the lowest level of proficiency experience a significantly higher level of OCA. The findings are finally discussed and pedagogical implications of the study are provided.