Rasa Faramarzzadeh - MA Student of TEFL, Department of English Language and Literature,Azarbaijan Shahid Madani University, Tabriz, Iran.
Davoud Amini - Assistant Professor of TESOL, Department of English Language and Literature, Azarbaijan Shahid Madani University, Tabriz, Iran

The crucial role of affective factors like anxiety, inhibition, motivation, and self-esteem have long been of interest in the field of language learning due to their enormous association with the cognitive processes involved in performance in a second or foreign language. This study aimed at investigating the relationship between Iranian EFL learners’ self-esteem and conversational dominance in terms of total spoken words, total spoken turns, and interruptions in mixed groups (advanced and intermediate levels). The participants were EFL advanced and intermediate female learners in Iran Language Institute (ILI) Tabriz, Iran. The data was collected by administering Coppersmith self-esteem questionnaire and recording and transcribing oral data. Pearson coefficient was used to examine the significance of correlation between self-esteem measures and the components of conversational dominance in speaking performance. The results showed a positive correlation between self-esteem and conversational dominance in terms of total spoken words, total spoken turns, and interruptions among the learners. The foundational role of affective variables in cognitive performance is emphasized as a result

Affective Factors, Self-Esteem, Conversational Dominance, Speaking,and Turn Taking