The Relationship between Iranian EFL Learners’ Attitudes towards English Language Learning and Their Inferencing Ability in Reading Comprehension

Azarkia, Faezeh; Aliasin, Hesamuddin; Khosravi, Robab

doi:10.17507/tpls.0512.11

“…Recently, Sandoval-Pineda (2011); Azarkia, Aliasin, & Khosravi (2015); and Zhao (2015) investigated the relationship between attitudes, motivation, and English language achievement. Both Sandoval-Pineda (2011) and Zhao (2015) performed mixed approach studies focused on the correlation between attitudes and motivation in which the motivation has an effect on the attitudes toward their language learning.…”

Section: Motivation and Attitudes In Language Learningmentioning

confidence: 99%

“…Both Sandoval-Pineda (2011) and Zhao (2015) performed mixed approach studies focused on the correlation between attitudes and motivation in which the motivation has an effect on the attitudes toward their language learning. On the other hand, Azarkia, Aliasin, & Khosravi (2015) examined the relationship between learners' attitudes and their ability to understand an English text in an empirical study focused on learners' performances on a reading test, taking into consideration their genders and different linguistic contexts.…”

Section: Motivation and Attitudes In Language Learningmentioning

confidence: 99%

Teachers’ Beliefs and Practices of Motivational Strategies in EFL Classrooms and Learners’ Attitudes

Altalhi¹

2021

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This study reports on EFL teachers’ personal beliefs regarding motivational strategies, and details how teachers apply motivational strategies in the EFL Saudi classrooms. A discussion is included about the extent to which motivational strategies influence EFL learners’ attitudes toward language learning, because of the need of using motivational strategies in EFL classrooms at Taif university, this research used a mixed approach research design, and accordingly, the researcher used one questionnaire that was adapted Dornyie & Cheng (2007) to ask about eighteen teachers’ beliefs concerning motivational strategies and used a similar questionnaire with 150 first-year students to evaluate how their teachers apply the motivational strategies in the EFL classroom. Students’ attitudes toward L2 learning were further measured by another adapted questionnaire of Eshghinejad (2016). Also, 10 students divided to high and low achievement were interviewed to provide in-depth investigation and to seek reliable results. The findings revealed that the EFL teachers believed in and used motivational strategies in their classrooms. In addition, there was a statistically significant correlation between what they believe and what they practice. From the data on learners’ attitudes, results reflected that the students have positive attitudes toward language learning especially in the emotional aspects. The interviews revealed that high and low achieving students reported positive attitudes to the behavioral and cognitive aspects, while they showed little to the emotional aspects of language learning.

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Teachers’ Beliefs and Practices of Motivational Strategies in EFL Classrooms and Learners’ Attitudes

Altalhi¹

2020

SSRN Journal

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View full text Add to dashboard Cite

This study reports on EFL teachers' personal beliefs regarding motivational strategies, and details how teachers apply motivational strategies in the EFL Saudi classrooms. A discussion is included about the extent to which motivational strategies influence EFL learners' attitudes toward language learning, because of the need of using motivational strategies in EFL classrooms at Taif university, this research used a mixed approach research design, and accordingly, the researcher used one questionnaire that was adapted Dornyie & Cheng (2007) to ask about eighteen teachers' beliefs concerning motivational strategies and used a similar questionnaire with 150 first-year students to evaluate how their teachers apply the motivational strategies in the EFL classroom. Students' attitudes toward L2 learning were further measured by another adapted questionnaire of Eshghinejad (2016). Also, 10 students divided to high and low achievement were interviewed to provide in-depth investigation and to seek reliable results. The findings revealed that the EFL teachers believed in and used motivational strategies in their classrooms. In addition, there was a statistically significant correlation between what they believe and what they practice. From the data on learners' attitudes, results reflected that the students have positive attitudes toward language learning especially in the emotional aspects. The interviews revealed that high and low achieving students reported positive attitudes to the behavioral and cognitive aspects, while they showed little to the emotional aspects of language learning.

show abstract

Teachers’ Beliefs and Practices of Motivational Strategies in EFL Classrooms and Learners’ Attitudes

Altalhi¹

2020

AWEJ

1

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View full text Add to dashboard Cite

This study reports on EFL teachers’ personal beliefs regarding motivational strategies, and details how teachers apply motivational strategies in the EFL Saudi classrooms. A discussion is included about the extent to which motivational strategies influence EFL learners’ attitudes toward language learning, because of the need of using motivational strategies in EFL classrooms at Taif university, this research used a mixed approach research design, and accordingly, the researcher used one questionnaire that was adapted Dornyie & Cheng (2007) to ask about eighteen teachers’ beliefs concerning motivational strategies and used a similar questionnaire with 150 first-year students to evaluate how their teachers apply the motivational strategies in the EFL classroom. Students’ attitudes toward L2 learning were further measured by another adapted questionnaire of Eshghinejad (2016). Also, 10 students divided to high and low achievement were interviewed to provide in-depth investigation and to seek reliable results. The findings revealed that the EFL teachers believed in and used motivational strategies in their classrooms. In addition, there was a statistically significant correlation between what they believe and what they practice. From the data on learners’ attitudes, results reflected that the students have positive attitudes toward language learning especially in the emotional aspects. The interviews revealed that high and low achieving students reported positive attitudes to the behavioral and cognitive aspects, while they showed little to the emotional aspects of language learning.

show abstract

The Relationship between Iranian EFL Learners’ Attitudes towards English Language Learning and Their Inferencing Ability in Reading Comprehension

Cited by 3 publications

References 30 publications

Teachers’ Beliefs and Practices of Motivational Strategies in EFL Classrooms and Learners’ Attitudes

Teachers’ Beliefs and Practices of Motivational Strategies in EFL Classrooms and Learners’ Attitudes

Teachers’ Beliefs and Practices of Motivational Strategies in EFL Classrooms and Learners’ Attitudes

Teachers’ Beliefs and Practices of Motivational Strategies in EFL Classrooms and Learners’ Attitudes

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