English language learning
Assef Khalili; Maryam Zeinolabedini; Fatemeh Poorebrahim; Simin Sattarpour
Abstract
The general consensus on the invaluable contributions of audio-visual materials based on cognitive theory of multimedia learning (CTML) to enhancing the quality of language classes has turned them into indispensable tools which teachers utilize for more effective teaching of different language skills. ...
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The general consensus on the invaluable contributions of audio-visual materials based on cognitive theory of multimedia learning (CTML) to enhancing the quality of language classes has turned them into indispensable tools which teachers utilize for more effective teaching of different language skills. The primary aim of this study was to explore the effect of audio visual aids on reading skill at university level. The secondary aim was to find out if this change in materials could have any impact on the motivation and attitudes of the students toward English learning. To this end, this quasi-experimental study adopted a pre-test post-test research method. A total of 256 General English university students were divided to experimental (n=184) and control (n=81) groups. The experimental group received audio-visual aids as the treatment while the control group was taught by a conventional text-based method, commonly practiced in General English classes at Tabriz University of Medical Sciences (TUMS). The reading section of preliminary English test (PET) and Gardner’s attitude and motivation test battery (AMTB) were used for data collection. The results of independent samples t-test and Mann-Whitney tests revealed that the students provided with audio-visual materials obtained greater reading outcomes and also showed more positive attitudes and higher motivation toward English learning. Thus, our research revealed that the higher productivity and livelihood of reading classes can be tangible even in the in the narrow space of a single university semester.
Fahimeh Marefat; Maryam Pakzadian
Volume 9, Issue 19 , June 2017, , Pages 91-122
Abstract
The present study probed 409 Iranian English as foreign language (EFL) learners' motivation and attitude toward English as an International Language (EIL) by investigating the causal relationships of their facets via Structural Equation Modeling (SEM). To do so, the Persian version of the ‘attitudes ...
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The present study probed 409 Iranian English as foreign language (EFL) learners' motivation and attitude toward English as an International Language (EIL) by investigating the causal relationships of their facets via Structural Equation Modeling (SEM). To do so, the Persian version of the ‘attitudes toward EIL’ scale was designed and validated. It measures five constructs of: cultural realism, linguistic cultural disposition (negative), (dis)ownership of English, EIL posture, and localization. Then, the researchers utilized the validated scale along with the adapted Persian version of motivation scale designed by Taguchi et al. (2009) to explore the causal relationship among their facets. The latter scale measures seven dimensions of instrumentality prevention, instrumentality promotion, ideal L2 self, ought-to l2 self, learning experience, motivational intensity, and integrativeness. The findings of the study revealed that students' motivational intensity positively predicted by other motivational and attitudinal factors with 'ideal self' and 'instrumentality promotion' having the highest influence. It was also found that ‘cultural realism’ was a significant predicator of ‘localisation’, and ‘localisation’ was a significant positive predictor of ‘disownership of English’. ‘EIL posture’ was also in a positive direct relationship with ‘cultural realism’, whereas Linguistic cultural disposition (negative) was found to negatively influence other aspects including motivational intensity. This study has some implications for ELT professionals to revisit EFL motivation in light of attitudes toward EIL in expanding circle.
Hadi Farjami; Mohammad Amirian
Volume 4, Issue 10 , March 2013, , Pages 77-103
Abstract
The present study was conducted to investigate the relationship between the perceived social self-efficacy of the students of English and their foreign language classroom anxiety. The required data were gathered through the application of the original versions of two standard questionnaires: Smith and ...
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The present study was conducted to investigate the relationship between the perceived social self-efficacy of the students of English and their foreign language classroom anxiety. The required data were gathered through the application of the original versions of two standard questionnaires: Smith and Betz’s (2000) 25-item Scale of Perceived Social Self-Efficacy (SPSSE) and Horwitz, Horwitz and Cope’s (1986) 33-item Foreign Language Classroom Anxiety Scale (FLCAS). A total of 151 participants (including 127 students of English Language and Literature in B.A. level and 24 students of Teaching English as a Foreign Language at M.A. level) took part in the study. Correlational analysis was employed to determine the relationship between perceived social self-efficacy and foreign language classroom anxiety. Pearson Product-Moment correlation analysis results (r = -.164, p < .05) showed that the participants’ perceived social self-efficacy had a reverse relationship with their foreign language classroom anxiety. Further calculations were done for the type and rate of the influence of demographic variables (namely age, gender, academic seniority, and educational level) on students’ PSSE and FLCA. According to the One-Way ANOVA results, no meaningful relationship was observed between age, gender, academic seniority, and educational level of the participants, and their perceived social self-efficacy or foreign language classroom anxiety. Based on the findings of this study, the rate of perceived social self-efficacy (i.e. trust in self in social situations) seems to play a key role in the intensity of foreign language learners’ anxiety and a vital parameter in their full-functioning and efficient learning.
