The Relationship Between elf-esteem, Profeciency Level, And Argumentative Writing Ability of Iranian Pre-Intermediate EFL Learners

This study aimed at investigating the possible relationships of affective factors that can be used by learners in order to say that applying a range of these variables in the context of language learning and enhancing learners to be aware of their inner behaviors may lead to some positive performances and shed lights on FFL environments. To do this, 90 pre-intermediate language learners were assigned in the study. Data were gathered from these participants that were grouped into three low, mid and high proficiency learners. Having gathered the data and in order to analyze them, statistical package for social sciences (SPSS) version 16 in general, and two correlation and a multiple regression in particular were run. The purpose of running these two methods of analysis was to ascertain whether first, there is any relationship between self-esteem and argumentative writing ability and also between self-esteem and proficiency level of language learners; and second, which variable (self-esteem and proficiency level) is a better predictor of writing scores. At the end of the study, it was showed that both of the independent variables have correlation with the Argumentative writing scores of learners. However, proficiency level is more effectively correlated with the writing score of language learners. The study also offers some context-specific pedagogical implications for Iranian EFL teachers and practitioners.

Keywords:

self-esteem , proficiency level , argumentative writing , EFL learners