Autonomy support predicts language mindsets: Implications for developing communicative competence and willingness to communicate in EFL classrooms

Zarrinabadi, Nourollah; Lou, Nigel Mantou; Shirzad, Maryam

doi:10.1016/j.lindif.2021.101981

Cited by 65 publications

(32 citation statements)

References 69 publications

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“…By way of interviews, observations and/or journals, and surveys, research has revealed that second/foreign‐language learners, especially China's learners, often seem passive and reticent in language classrooms (Liu & Jackson, 2009). In recent decades, with the growing importance of oral proficiency in second‐ and foreign‐language learning situations, (un)willingness to communicate in a second/foreign language has been receiving increasing attention (see Ghonsooly et al, 2012; Zarrinabadi et al, 2021). It is argued that learners with a high level of willingness to communicate (WTC) in the second language are more likely to achieve learning outcomes (Chu & Schallert, 2008; Yashima et al, 2004).…”

Section: Introductionmentioning

confidence: 99%

Predictors of willingness to communicate in a second language (L2 WTC): Toward an integrated L2 WTC model from the socio‐psychological perspective

Wei

2021

Foreign Language Annals

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The Challenge Willingness to communicate is a crucial aspect of second language acquisition, and there is considerable evidence that willingness to communicate in an L2 (L2 WTC) is influenced by a variety of psychological, affective, and socio-cultural factors. However, little is known about how these factors interact with each other in influencing the L2 WTC. Thus, the focus of this study is to examine the relationships between the students' perceived teachers' emotional support and L2 WTC, and the possible mediating roles of the L2 self-guides and the desire to integrate into L2 culture in between in the China's English as a second language context.

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Section: Introductionmentioning

confidence: 99%

Predictors of willingness to communicate in a second language (L2 WTC): Toward an integrated L2 WTC model from the socio‐psychological perspective

Wei

2021

Foreign Language Annals

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“…However, some of the similarities are discussed now. Azizi et al [23]; Winch [5]; Zarrinabadi et al [19] examined the relationship between metacognitive awareness and writing proficiency. ey found that evaluation was the most effective strategy in the writing proficiency of EFL learners.…”

Section: Discussionmentioning

confidence: 99%

“…Autonomy is taking responsibility for one's own learning. Most scholars and educators believe that the integration of autonomy is necessary in language learning in order to assist learners to learn a language [5,13,[15][16][17][18][19]. It is believed that metacognition is effective in language learning successfully [20,21].…”

Section: Introductionmentioning

confidence: 99%

The Impact of Writing Self-Assessment and Peer Assessment on Iranian EFL Learners’ Autonomy and Metacognitive Awareness

Ebrahimi

Izadpanah

Namaziandost

2021

Education Research International

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One of the most significant current discussions in writing is self-assessment and peer assessment. This study aimed to investigate the impact of writing self-assessment and peer assessment on autonomy and metacognitive awareness of Iranian EFL learners. One hundred and twenty participants were selected using convenience sampling. Four instruments were used in this test: (1) Nelson placement test; (2) Metacognitive Awareness Inventory (MAI); (3) Zhang and Li’s autonomy questionnaire; and (4) rubric. A quasiexperimental design was used in this study. They were divided into two experimental groups, self-assessment (N = 40) and peer assessment (N = 40), and one control group (N = 40). Collected data were tested and compared using covariance analysis (ANCOVA). Results from the tests indicated that both self-assessment and peer assessment are effective ways to improve autonomy and metacognition awareness of EFL learners in the completion of writing tasks. Findings also showed that self-assessment was more effective than peer assessment and the results showed that the types of assessments increased the learners’ knowledge in the writing, teaching, lexicography, spelling, grammar, and similar models and were significantly effective in developing their writing skills. The findings of the present research study might have some implications for researchers, instructors, language teachers, and language learners.

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“…The recent years have witnessed a turn of research into positive emotions, including growth mindset ( Zarrinabadi et al, 2021 ), joy ( Tahmouresi and Papi, 2021 ), well-being ( Zeng et al, 2016 ), and grit ( Teimouri et al, 2020 ). To this list, enjoyment is the widely studied positive emotion ( Li, 2020 ; Li et al, 2021 ).…”

Section: Literature Reviewmentioning

confidence: 99%

Foreign Language Enjoyment and Anxiety as the Correlates of the Ideal L2 Self in the English as a Foreign Language Context

Fathi

Mohammaddokht

2021

Front. Psychol.

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Learners’ emotions in learning a foreign language are claimed to shape complicated dynamic associations contributing to their motivational and linguistic outcomes, as evidenced by recent research in this area. In order to advance this research area, this study sought to investigate the foreign language enjoyment (FLE) and foreign language classroom anxiety (FLCA) as the predictors of ideal L2 self in Iranian English as a Foreign Language (EFL) context. The total number of 195 English-major students from various universities completed an online survey containing the three scales in question. The measurement models were first verified using confirmatory factor analysis (CFA). Then, the structural model for the relations among the variables was tested employing structural equation modeling (SEM). The SEM results showed that although FLE and FLCA significantly predicted ideal L2 self, FLE was a stronger predictor of ideal L2 self than FLCA. This study provides significant pedagogical implications for EFL practitioners.

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Autonomy support predicts language mindsets: Implications for developing communicative competence and willingness to communicate in EFL classrooms

Cited by 65 publications

References 69 publications

Predictors of willingness to communicate in a second language (L2 WTC): Toward an integrated L2 WTC model from the socio‐psychological perspective

Predictors of willingness to communicate in a second language (L2 WTC): Toward an integrated L2 WTC model from the socio‐psychological perspective

The Impact of Writing Self-Assessment and Peer Assessment on Iranian EFL Learners’ Autonomy and Metacognitive Awareness

Foreign Language Enjoyment and Anxiety as the Correlates of the Ideal L2 Self in the English as a Foreign Language Context

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