On the effect of Language Proficiency on Learners’ Autonomy and Motivation

Abstract

The present study aimed at investigating the effect of Iranian EFL learners’ proficiency level on their motivation and autonomy. To this end, 141 English major participants, both male and female, at Imam Khomeini International University and Kar non-profit university in Qazvin, Iran were asked to fill in two questionnaires on motivation and learner autonomy. Attitude/Motivation Test Battery (AMTB) and an autonomy questionnaire developed by Zhang and Li (2004) were used to assess these variables. Also, the participants’ proficiency level was checked using their scores on the Michigan Test of English Language Proficiency (MTELP). The collected data were analyzed using the Kruskal-Wallis procedure, and the findings revealed that the students’ language proficiency did not influence their motivation and autonomy. In other words, language proficiency was not an influential factor in students’ motivation and autonomy. The results of the present study may be helpful for teachers, learners and syllabus designers. A clear understanding of the nature of the relationship between language proficiency and traits like motivation and autonomy can help those involved in language teaching and learning to make more informed decisions about the steps to take to improve the above-mentioned traits.

Alternative Assessment Approaches and Quality Product Design Within Web-Based Learning Environments

“…Self-assessment can be defined as: a process of formative assessment during which students reflect on and evaluate the quality of their work and their learning, judge the degree to which they reflect explicitly stated goals or criteria, identify strengths and weaknesses in their work, and revise accordingly. (Andrade & Du, 2007, p. 160) Several characteristics of the self-assessment approach are emphasized in the literature: desired learning outcomes are explicated to students through a rubric and/or model examples of student work; students assess their draft work according to the rubric and/or the examples; and students use the feedback generated by their teacher to guide them in improving the quality of their work (Price et al, 2011;Khonbi & Sadeghi, 2013;Põldoja, Väljataga, Laanpere, & Tammets, 2014;Zarei & Usefli, 2015). Self-assessment is a fundamental component of effective learning.…”

@GURUKUMRD: the Greatest Way to Learn English Vocabulary

“…Dehkordi and Golestan (2016) discovered that students utilising social networking applications were significantly improving, and the students were aware of their progress. Indeed, students were able to engage in meaningful exchanges on Instagram, which enhanced their English language communication, language competency, grammatical rules, and vocabulary (Zarei & Rudravarapu, 2019). The pronunciation should include all types of learners, to interact between fluency and correctness (Silveira, 2002).…”

“…Because of the pronunciation discussed in the content, the students were able to spell and speak the new terms correctly. According to Zarei and Rudravarapu (2019), learners prefer studying English through Instagram since it improves their grammar and vocabulary. Unfortunately, the kids failed to observe and listen at the appointed time.…”

“…Students agree that connecting with Instagram helps them remember new words and phrases (Klimova, 2020). Thus, learners in the twenty-first century employed it to increase their learning productivity (Zarei & Rudravarapu, 2019). Instagram allows users to publish photographs and videos, which helps learners learn a language more easily from any posting.…”

Practicality of Alternative Assessments: From Amharic Language Instructors’ View Points

“…They believe that incorporating Alternative assessment in classroom practices helps to develop reasoning skills among students (Marefat, 2004). Several studies have been conducted (e.g., Massa, 1997;Oscarson, 2009;Ariafar, 2013;Ashraf and Mahdinezhad, 2015;Lopes, 2015;Zarei and Usefli, 2015) to investigate the applications and results of Alternative Assessment in different languages learning contexts. In the study conducted by Oscarson (2009), Ary (2010) and Doğan, Atmaca, and Yolcu (2012) on teaching Language EFL teachers, it was revealed that EFL students and practitioners are alike in the classrooms.…”