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Zare-ee, Abbas, Asgari Matin, Sajjad. (1393). The Relationship betweenEFL Learners’ Self-Identity Changes, Motivation Types, and EFL Proficiency. نشریه علمی دانشگاه سیستان و بلوچستان, 6(2), 141-178. doi: 10.22111/ijals.2014.2192
Abbas Zare-ee; Sajjad Asgari Matin. "The Relationship betweenEFL Learners’ Self-Identity Changes, Motivation Types, and EFL Proficiency". نشریه علمی دانشگاه سیستان و بلوچستان, 6, 2, 1393, 141-178. doi: 10.22111/ijals.2014.2192
Zare-ee, Abbas, Asgari Matin, Sajjad. (1393). 'The Relationship betweenEFL Learners’ Self-Identity Changes, Motivation Types, and EFL Proficiency', نشریه علمی دانشگاه سیستان و بلوچستان, 6(2), pp. 141-178. doi: 10.22111/ijals.2014.2192
Zare-ee, Abbas, Asgari Matin, Sajjad. The Relationship betweenEFL Learners’ Self-Identity Changes, Motivation Types, and EFL Proficiency. نشریه علمی دانشگاه سیستان و بلوچستان, 1393; 6(2): 141-178. doi: 10.22111/ijals.2014.2192

The Relationship betweenEFL Learners’ Self-Identity Changes, Motivation Types, and EFL Proficiency

Iranian Journal of Applied Language Studies
مقاله 7، دوره 6، شماره 2، زمستان 2014، صفحه 141-178  XML اصل مقاله (326.93 K)
نوع مقاله: Research Paper
شناسه دیجیتال (DOI): 10.22111/ijals.2014.2192
نویسندگان
Abbas Zare-ee1؛ Sajjad Asgari Matin2
1University of Kashan
2Tarbiat Modares University
چکیده
This study aimed to explore the relationships between foreign language learners’ self-identity changes, motivation types, and Foreign Language proficiency associated with learning English in private language schools in Iranian context. Based on a stratified sampling, 204 English as a foreign language learners from three language schools in Tehran were selected to participate in the study. The instruments were a 30-item Likert-scale questionnaire on motivation types in seven categories: intrinsic interest, immediate achievement, learning situation, going aboard, social responsibility, individual development, and information medium; a 24-item Likert-scale questionnaire on self-identity changes in six categories: self-confidence change, additive change, subtractive change, productive change, split change, and zero change. Results revealed that self-confidence change was the prominent change common among foreign language learners. Canonical correlation analysis revealed that motivation types and self-identity changes were related through three pairs of canonical variables: intrinsic orientations related with personal identity changes, instrumental orientations related with cultural changes, and instrumental orientations related learners’ self-confidence change. Theoretical and pedagogical implications for foreign language learning and teaching are also discussed.
کلیدواژه‌ها
Foreign Language؛ Self-Identity Change؛ Motivation؛ EFL Proficiency
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تعداد مشاهده مقاله: 1,599
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