Iranian Journal of Applied Linguistics، جلد ۲۰، شماره ۲، صفحات ۱۱۳-۱۵۶
عنوان فارسی
چکیده فارسی مقاله
کلیدواژه‌های فارسی مقاله
عنوان انگلیسی Autonomy-Supportive Teaching, Willingness to Communicate in English, Motivation, and English Speaking Self-Efficacy among EFL Learners: A Structural Equation Modelling Study
چکیده انگلیسی مقاله
This study examines the potential connections among learners’ willingness to communicate (WTC) in English, their perceptions of autonomy-supportive teaching and two individual difference variables, i.e. motivation and English speaking self-efficacy. Two hundred and five Iranian EFL learners responded to four questionnaires. The data obtained from the collected instruments were subjected to structural equation modeling (SEM). The findings revealed significant positive paths from autonomy-supportive teaching to motivation, WTC in English, and English speaking self-efficacy. Further significant paths were found leading from motivation to WTC and from English speaking self-efficacy to motivation. The findings also indicated that autonomy-supportive teaching style and English speaking self-efficacy could indirectly affect learners’ WTC through the mediation of motivation. Furthermore, autonomy-supportive teaching was found to indirectly predict learners’ motivation through the mediating role of self-efficacy. The implications of the study for teachers and teacher educators are discussed.
کلیدواژه‌های انگلیسی مقاله Autonomy-supportive teaching, Willingness to communicate, Motivation, English speaking self-efficacy
نویسندگان مقاله | Mohammad Nabi Karimi
Kharazmi University


| Afsaneh Abaszadeh
Tarbiat Modares University
نشانی اینترنتی http://ijal.khu.ac.ir/browse.php?a_code=A-10-446-1&slc_lang=en&sid=1
فایل مقاله فایلی برای مقاله ذخیره نشده است
کد مقاله (doi)
زبان مقاله منتشر شده en
موضوعات مقاله منتشر شده تخصصی
نوع مقاله منتشر شده پژوهشی
برگشت به: صفحه اول پایگاه   |   نسخه مرتبط   |   نشریه مرتبط   |   فهرست نشریات