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The Effect of Self-Determined Learning Model of Instruction (SDLMI) on Intermediate EFL Learners’ L2 Autonomous Motivation, Self-efficacy, and Perceived Locus of Causality | ||
| Iranian Journal of Applied Language Studies | ||
| دوره 16، شماره 1، خرداد 2024، صفحه 117-134 اصل مقاله (368.57 K) | ||
| نوع مقاله: Research Paper | ||
| شناسه دیجیتال (DOI): 10.22111/ijals.2024.47437.2407 | ||
| نویسندگان | ||
| Fatemeh Shahhosseini؛ Ali Hadavizadeh؛ Hoda Divsar* ؛ Jafar Afshinfar | ||
| Department of English, Faculty of Literature and Foreign Languages, Payame Noor University, Tehran, Iran | ||
| چکیده | ||
| The study examines the effects of the Self-Determined Learning Model of Instruction (SDLMI) on intermediate English as a foreign language (EFL) learners’ L2 autonomous motivation, self-efficacy, and perceived locus of causality. Given the evolving paradigms of language teaching, SDLMI values autonomy, competence and connectedness in teaching instruction and offers a distinctive approach. Drawing on contemporary motivational theories, the study examines how SDLMI impacts these key dimensions in intermediate EFL learners compared to a traditional instructional approach. Participants from four EFL classrooms completed SDLMI in the experimental group and conventional instruction in the control group. Instruments included the Preliminary English Test, motivational questionnaires, and SDLMI-based assessments. Data were analyzed using descriptive statistics and independent samples t-tests. Descriptive statistics for both groups (mean and SD) were calculated. Independent samples t-tests were conducted to compare the means between the experimental group and the control group and to examine possible significant differences in the effect of SDLMI on autonomous motivation, self-efficacy, and perceived locus of causality. The study contributes to instructional practices, advocating for autonomy-supportive strategies in fostering holistic language. | ||
| کلیدواژه‌ها | ||
| self-determined learning model of instruction؛ autonomous motivation؛ perceived locus of causality؛ EFL learners؛ self-efficacy | ||
| مراجع | ||
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