English language learning
Arezoo Nasimi; Mansour Tavakoli; Mohsen Rezazadeh
Abstract
Since the emphasis of the studies has shifted from a teacher-centered approach to a learner-centered one, researchers have discovered the significance of variables originating inside learners during the learning process. The present study was an attempt to focus on self-efficacy and strategy use as two ...
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Since the emphasis of the studies has shifted from a teacher-centered approach to a learner-centered one, researchers have discovered the significance of variables originating inside learners during the learning process. The present study was an attempt to focus on self-efficacy and strategy use as two learners’ variables. The purpose of this study was to investigate whether there is any relationship between EFL learners’ self-efficacy, strategy use, and grammar performance. In addition, it aimed to find out whether there is any difference between high self-efficacious learners and low self-efficacious learners in strategy use and grammar performance. To conduct the study, a non-experimental correlational design was used and thirty-five participants consisting of males and females studying English language teaching were selected randomly out of all the sophomores. Two questionnaires and a test were the main instruments in gathering data. Based on the results of the questionnaire, they were divided into two groups of high and low by using a normal distribution curve. As a result of running several data analysis tests, the findings of the present study revealed a significant relationship between EFL learners’ self-efficacy, strategy use, and their performance on a grammar test. Furthermore, it was illustrated that high self-efficacious learners performed better than low self-efficacious ones on the grammar test and grammar strategy use questionnaire.
English language learning
Reza Taherkhani; Reza Moradi
Abstract
This mixed methods nationwide research aimed to examine the relationships between three variables; namely, self-efficacy (S-E), emotional intelligence (EI), autonomy (A), their sub-constructs and reading comprehension ability of Persian second language (PSL) students. Participants were 141 PSL students ...
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This mixed methods nationwide research aimed to examine the relationships between three variables; namely, self-efficacy (S-E), emotional intelligence (EI), autonomy (A), their sub-constructs and reading comprehension ability of Persian second language (PSL) students. Participants were 141 PSL students from 28 different countries studying at 12 universities across Iran. Data were collected through S-E, EI, A scales, and a reading comprehension test and were analyzed using Pearson correlation. The results revealed that there were significant links between the variables and their sub-constructs and reading comprehension ability. Also, structured interviews were administrated with 45 participants, the results of which confirmed those obtained from quantitative instruments. Moreover, structural equation modeling (SEM) was used to access more in-depth perception of the variables and explore the strengths of the causal relationships. The three independent variables strongly predicted reading comprehension, with S-E being the strongest predictor. Also, three out of four sub-constructs of EI, and two out of three sub-constructs of A were powerful predictors of reading comprehension. In terms of the increasing number of PSL learners, the findings of the present study could be helpful for L2 (particularly PSL) teachers, learners, and academic policymakers.
English language learning
Esmaeel Ali Salimi; Zari Saeedi; Mahmoud Saaedi Asl
Abstract
Language teaching and language training are integral parts of the educational curriculum in every language centers around the world. Offices, companies, and educational centers should update themselves to keep the current progression and try to help their employees to refresh their minds based on educational ...
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Language teaching and language training are integral parts of the educational curriculum in every language centers around the world. Offices, companies, and educational centers should update themselves to keep the current progression and try to help their employees to refresh their minds based on educational development. Hence, this study explored the effectiveness of different in-service training programs on EFL teachers' empowerment concerning two factors: self-efficacy and innovation and creativity held in Khuzestan- Iran. To this end, 30 EFL teachers were selected through convenient sampling related to their experiences in each of the programs- E-learning, Class-based, and Blended ones. The participants were divided into three groups of 10 – Class-based, group A., E-learning, group B., and the experiences of the two classes (A & B), group C. An interview with 8 open-ended questions was conducted. First, all interviews were transcribed, summarized, categorized, and analyzed. Then, the derived themes were coded and analyzed through content analysis. The findings uncovered that about 80% of the participants leaned to participate in Traditional in-service class (class-based) since it had a great impact on teachers to develop and fortify their educational empowerment. Therefore, policymakers and educational centers should raise their awareness on the notion of teachers' empowerment while emphasizing on, at least, Traditional programs instead of the current E-learning and the blended ones.
English language learning
Zahra Amirian; Mitra shayanfar; mohsen rezazadeh
Abstract
This study aimed at investigating the interrelationships between EFL teachers' mindsets, self-efficacy, and emotional experiences and Iranian EFL learners' willingness to communicate (WTC) and L2 motivational self system (L2MSS). The participants of this study were 100 Iranian teachers and 501 students ...
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This study aimed at investigating the interrelationships between EFL teachers' mindsets, self-efficacy, and emotional experiences and Iranian EFL learners' willingness to communicate (WTC) and L2 motivational self system (L2MSS). The participants of this study were 100 Iranian teachers and 501 students of the same EFL teachers, both male and female randomly selected from high schools. To fulfill the purpose of the study, teachers were asked to complete four questionnaires to measure their implicit theories of intelligence, efficacy, and emotional experiences including their burnout symptoms. Learners were required to complete two questionnaires to measure their willingness to communicate and L2 motivational self system. The results of Structural Equation Modeling (SEM) revealed a significant structural relationship among all variables. Results also indicated that motivation was the strongest direct predictor of willingness to communicate. WTC was also indirectly correlated with teachers' implicit theories, efficacy, and emotional experiences through the mediating effect of L2MSS.
Seyyed Ayatollah Razmjoo; Hakimeh Ayoobiyan
Volume 11, Issue 23 , June 2019, , Pages 277-292
Abstract
Teacher resilience, as a recent issue of concern, enables teachers to bounce back and thrive rather than just survived in the face of challenging circumstances. Although self-efficacy has been prompted to enhance resilience, there is little empirical research to investigate the relationship. To address ...
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Teacher resilience, as a recent issue of concern, enables teachers to bounce back and thrive rather than just survived in the face of challenging circumstances. Although self-efficacy has been prompted to enhance resilience, there is little empirical research to investigate the relationship. To address this gap, the present study is an attempt to examine the connection between EFL teachers’ resilience and self-efficacy. In doing so, ninety-two EFL teachers completed Teacher Self-Efficacy Scale (TSES) and resilience scale (RISC). The findings showed the positive impact of different dimensions of self-efficacy on resilience. The results of the correlational analysis indicated that all three self-efficacy subscales had a significant positive relationship with teachers’ resilience. The results of multiple regression also suggested that, save for classroom management, two other subscales of efficacy as efficacy for student engagement and efficacy for instructional strategies were the good predictors of teacher resilience. In line with these findings, some suggestions for further research are provided and pedagogical implications are proposed.
Habibollah Mashhadi
Volume 5, Issue 11 , November 2013, , Pages 107-125
Abstract
This study explored the relationship between emotional intelligence (EI) and self-efficacy in 71 Iranian EFL teachers in private language institutes. The participants’ EI and self-efficacy were rated through questionnaires. They were also administered a demographic sheet. The findings revealed ...
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This study explored the relationship between emotional intelligence (EI) and self-efficacy in 71 Iranian EFL teachers in private language institutes. The participants’ EI and self-efficacy were rated through questionnaires. They were also administered a demographic sheet. The findings revealed that EFL teachers’ EI was significantly and positively correlated with their self-efficacy, and it could also account for a considerable amount of variance in teachers’ self-efficacy. Another line of the results showed significant differences in the teachers’ EI and self-efficacy with respect to the demographics- marital status and years of teaching experience. Implications are discussed
Behzad Ghonsooly; Majid Elahi
Volume 2, Issue 217 , October 2010, , Pages 45-68
Abstract
It is well documented that language learning success or failure is influenced by the affective side of the learner. Self-efficacy and anxiety are among the affective factors influencing language learning. This study first explores the relationship between EFL learners' self-efficacy in reading comprehension ...
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It is well documented that language learning success or failure is influenced by the affective side of the learner. Self-efficacy and anxiety are among the affective factors influencing language learning. This study first explores the relationship between EFL learners' self-efficacy in reading comprehension and their reading anxiety. Secondly, it explores the relationship between EFL learners' self-efficacy and their reading achievement. It also investigates whether high self-efficacious EFL learners experience higher anxiety than low self-efficacious EFL learners and whether high self-efficacious EFL learners perform better in reading or not. 150 sophomores majoring in English literature at three universities participated in the present study. Two instruments were used in this study: a) an author-designed scale on EFL learners' self-efficacy in reading comprehension, b) the Foreign Language Reading Anxiety Scale (FLRAS) developed by Saito et al.,. The Pearson formula and an independent T-Test were used to analyze the data. The results indicated that there was a significant negative correlation between the participants' reading self- efficacy and their reading anxiety. The results also showed that high self-efficacious participants achieved higher scores in reading comprehension course than low self-efficacious participants. The findings of the study draw the attention of EFL teachers to encourage their learners seek ways to reduce their anxiety in reading L2 texts by improving their self-efficacy
