English language learning
Hassan Hadi Abd Alsajjad Albalawee; Reza Pishghadam; Shaghayegh Shayesteh
Abstract
The present research was targeted toward examining the relationship between cultural intelligence (CQ), emo-sensory intelligence (ESQ), language learning strategies (LLS), and students’ language achievement (LA). A number of 300 EFL Iraqi students studying at the English Language Department of ...
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The present research was targeted toward examining the relationship between cultural intelligence (CQ), emo-sensory intelligence (ESQ), language learning strategies (LLS), and students’ language achievement (LA). A number of 300 EFL Iraqi students studying at the English Language Department of AL-Qadisiyah University, Iraq was selected through convenience sampling. The participants filled out the cultural intelligence questionnaire, emo-sensory intelligence scale, and the language learning strategy inventory. Students’ final scores were used as a means through which their language achievement could be gauged. The data were analyzed using Pearson Product-Moment Correlation and Structural Equation Modeling (SEM) analysis. The findings indicated a significant relationship between ESQ, CQ, learning strategies, and students’ language achievement. In addition, it was found that CQ and language learners’ strategy could directly predict the language achievement of Iraqi EFL learners. ESQ, could only predict language learners’ achievement through the mediation of language learning strategies.
English language teaching
Saba Hasanzadeh; Shaghayegh Shayesteh; Reza Pishghadam; Elham Naji-Meidani
Abstract
The current qualitative study examined the role of teacher concern in Iranian institute English as a Foreign Language (EFL) students’ motivation and anxiety. The study involved 24 participants who participated in a focus group interview to express their opinions on this topic. Thematic analysis ...
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The current qualitative study examined the role of teacher concern in Iranian institute English as a Foreign Language (EFL) students’ motivation and anxiety. The study involved 24 participants who participated in a focus group interview to express their opinions on this topic. Thematic analysis was applied to derive seven themes for each role of teacher concern - facilitator or debilitator - based on the perceptions of the students. The findings revealed that teacher concern can have both positive and negative effects on students’ language learning process, depending on the circumstances. It can serve as a motivator, enhancing students’ motivation, or as a hindrance, demotivating them. Teacher concern is shown to be a highly sensitive criterion, and teachers must be mindful of their students' characteristics and the level of care they demonstrate. Teacher concern is likened to a double-edged sword, capable of both motivating and demotivating students. This study emphasized the importance of understanding the impact of teacher concern on students’ language learning and suggests that teachers should be cautious in their approach, taking into account individual student needs and providing appropriate levels of care and support.
