The Relationship betweenEFL Learners’ Self-Identity Changes, Motivation Types, and EFL Proficiency
Publish Year: 1393
نوع سند: مقاله ژورنالی
زبان: English
View: 225
This Paper With 38 Page And PDF Format Ready To Download
- Certificate
- من نویسنده این مقاله هستم
استخراج به نرم افزارهای پژوهشی:
شناسه ملی سند علمی:
JR_IJALS-6-2_007
تاریخ نمایه سازی: 30 خرداد 1400
Abstract:
This study aimed to explore the relationships between foreign language learners’ self-identity changes, motivation types, and Foreign Language proficiency associated with learning English in private language schools in Iranian context. Based on a stratified sampling, ۲۰۴ English as a foreign language learners from three language schools in Tehran were selected to participate in the study. The instruments were a ۳۰-item Likert-scale questionnaire on motivation types in seven categories: intrinsic interest, immediate achievement, learning situation, going aboard, social responsibility, individual development, and information medium; a ۲۴-item Likert-scale questionnaire on self-identity changes in six categories: self-confidence change, additive change, subtractive change, productive change, split change, and zero change. Results revealed that self-confidence change was the prominent change common among foreign language learners. Canonical correlation analysis revealed that motivation types and self-identity changes were related through three pairs of canonical variables: intrinsic orientations related with personal identity changes, instrumental orientations related with cultural changes, and instrumental orientations related learners’ self-confidence change. Theoretical and pedagogical implications for foreign language learning and teaching are also discussed.
Keywords:
Authors
Abbas Zare-ee
University of Kashan
Sajjad Asgari Matin
Tarbiat Modares University