scholarly journals Self-Efficacy and Critical Thinking as the Predictors of Autonomous Language Learning in EFL Contexts

2017 ◽  
Vol 7 (1) ◽  
pp. 64
Author(s):  
Mania Nosratinia ◽  
Faranak Amiri Hossaini
Keyword(s):  
Critical Thinking ◽  
Language Learning ◽  
Self Efficacy ◽  
Rank Order ◽  
Sampling Strategy ◽  
Unique Contribution ◽  
Efl Learners ◽  
Efl Teachers ◽  
Age Range ◽  
The Relationship

The thrust of the present study was to systematically investigate the relationship between EFL learners' Self-Efficacy (SE), Critical Thinking (CT), and their Autonomy (AU). To this end, 196 male and female EFL learners, within the age range of 20 to 30 (Mage= 25) were selected based on convenience sampling strategy. They were asked to fill in three questionnaires, namely Sherer, Maddux, Mercadante, Prentice-Dunn, Jacobs, and Rogers' SE Scale (1982), Honey's CT questionnaire (2000), and Zhang and Li's Learner AU questionnaire (2004). Since the assumptions of normality of distribution were violated for the scores of AU and SE, in order to find out the relationships among the variables, the non-parametric Spearman Rank Order Coefficient of Correlation was conducted. The results revealed that there was a significant and positive correlation between AU and CT, AU and SE, and CT and SE. Furthermore, a regression analysis revealed that SE has the largest β coefficient (β = 0.519, t = 7.65, p = 0.0005). This is to say that SE makes the strongest statistically significant unique contribution to explaining AU. CT turned out to be the second significant predictor of AU scores (β = 0.186, t = 2.75, p = 0.007). The study concludes with a discussion on the obtained results followed by presenting some implications for EFL teachers, learners, and syllabus designers.  

scholarly journals Self-Efficacy and Self-Regulation as the Predictors of Use of Oral Communication Strategies in EFL Contexts

2018 ◽  
Vol 7 (4) ◽  
pp. 14
Author(s):  
Hamideh Abbasi ◽  
Mania Nosratinia
Keyword(s):  
Undergraduate Students ◽  
Self Efficacy ◽  
Communication Strategies ◽  
Self Regulation ◽  
Sampling Strategy ◽  
Oral Communication ◽  
Unique Contribution ◽  
Efl Learners ◽  
Age Range ◽  
The Relationship

The present study aspired to systematically investigate the relationship among EFL learners’ Self-Regulation (SR), Self-Efficacy (SE), and their Use of Oral Communication Strategies (UOCS). To this end, 367 male and female undergraduate students, within the age range of 20 to 30 (Mage = 25) were selected based on convenience sampling strategy. They were asked to fill in three questionnaires, namely the Oral Communication Strategies Inventory (Nakatani, 2006), the Motivated Strategies for Learning Questionnaire (Pintrich, Smith, Garcia, & McKeachie, 1991), and the SE Questionnaire (Sherer, Maddux, Mercadante, Prentice-Dunn, Jacobs, & Rogers, 1982). Both parametric and non-parametric formulas were conducted to inspect the significance of the relationships. The results revealed that there was a significant and positive correlation between SR and UOCS, SE and UOCS, and SE and SR. Furthermore, a regression analysis revealed that only SR makes a strong statistically significant unique contribution to predicting UOCS (β = 0.682, t = 15.3, p = 0.0005). SE did not turn out to be a significant predictor of UOCS scores. The study concludes with a discussion on the obtained results followed by presenting some implications for EFL teachers, learners, and syllabus designers.

scholarly journals The Effect of Brain-Based Teaching on Young EFL Learners’ Self-Efficacy

2017 ◽  
Vol 10 (5) ◽  
pp. 158 ◽  
Author(s):  
Parastoo Alizadeh Oghyanous
Keyword(s):  
Language Learning ◽  
Self Efficacy ◽  
Foreign Language Learning ◽  
Teaching Approach ◽  
Control Group ◽  
Efl Learners ◽  
Learning And Teaching ◽  
Before And After ◽  
Group A ◽  
Age Range

The present study aimed to investigate the effect of brain-based teaching on the self-efficacy of young EFL learners. The initial participants of the study were 90 learners within the age range of 13-16 who were selected based on convenience sampling. Theses 90 young EFL learners were given a Flyers test the scores of which were used to choose 60 homogeneous learners whose scores fell within the range of +/- one standard deviation from the mean. The 60 selected learners were then divided into an experimental and a control group. A Self-Efficacy Questionnaire for Children (SEQ-C), developed by Muris (2001) was administered to the participants in both groups before and after the treatment after being translated into Persian and piloted for reliability check. To implement brain-based teaching in the experimental group, the researcher taught the lessons based on the three techniques of Brain Based Teaching Approach (BBTA). The three techniques used were Relaxed Alertness (RA), Orchestrated Immersion (OI) and Active Processing (AP) in line with Thomas and Swamy (2014). The results of statistical analyses indicated that brain-based teaching approach had a significant effect on students’ self-efficacy. The findings of the study can have implications for both students and EFL teachers in the realm of foreign language learning and teaching.

scholarly journals Language Learning Styles and Writing Strategies as Predictors of Writing Anxiety among Iranian EFL Learners

2020 ◽  
Keyword(s):  
Learning Styles ◽  
Language Learning ◽  
Learning Style ◽  
Self Report ◽  
Writing Strategies ◽  
Unique Contribution ◽  
Writing Anxiety ◽  
Efl Learners ◽  
Writing Strategy ◽  
The Relationship

The main aim of this study was to see if a significant relationship existed among Iranian EFL learners’ Learning Styles, Writing Strategies and Writing Anxiety. To this effect, 183 EFL learners studying English in three language institutes from the upper intermediate and advanced proficiency levels were selected based on convenient nonrandom sampling procedure. They completed the Kolb Learning Style (KLS), the Inventory of Learning Strategies for writing (ILS) and the Foreign Language Writing Anxiety Scale (FLWAS) self-report questionnaires. However, after the initial screening, 21 cases were discarded as their answers were incomplete, leaving 162 participants in the final sample. The relationship among EFL learners learning styles, writing strategies and writing anxiety were analyzed using the Spearman rank order coefficient of correlation. Since, the results indicated statistically significant relationships among them, multiple regression analyses were run to see if significant predictors of EFL learners’ writing anxiety could be identified. Interestingly, the analyses showed that pragmatist learning style made the strongest statistically significant unique contribution to predict writing anxiety while activist learning style failed to make such a significant contribution. To clarify, the negative relationship suggests that the more pragmatic the preferred learning style is, the lower the writing anxiety. Furthermore, only memory writing strategy made a statistically significant unique contribution to predicting writing anxiety while the other five writing strategies did not. To explain further, their positive relationship implies that learners who apply memory strategies more, face higher levels of writing anxiety. Thus, this study identified learners’ pragmatist learning style and memory writing strategy as significant predictors of writing anxiety in the EFL context. As a result, not only does this study provide statistical evidence of the relationship among these variables but it also stresses the importance of EFL learners’ language learning styles and writing strategies to their writing anxiety.

Perceptual Learning Styles and Critical Thinking: Inspecting the Association among EFL Learners

2016 ◽  
Vol 6 (6) ◽  
pp. 1220 ◽  
Author(s):  
Mania Nosratinia ◽  
Aram Soleimannejad
Keyword(s):  
Critical Thinking ◽  
Learning Styles ◽  
Language Learning ◽  
Perceptual Learning ◽  
Learning Style ◽  
Rank Order ◽  
Efl Learners ◽  
Perceptual Learning Style ◽  
Perceptual Learning Styles ◽  
Learning Style Preference

Influenced by the acknowledged role of critical thinking and learning styles in the process of second language learning, this study attempted to systematically inspect the association between English as a Foreign Language (EFL) learners' critical thinking, on one hand, and their total score of perceptual learning styles, different perceptual learning styles, and number of major perceptual learning styles, on the other hand. To do so, 595 male and female undergraduate EFL learners, between the ages of 18 and 25 (Mage = 22) participated in this study. These participants completed two instruments: a) the questionnaire of critical thinking by Honey (2000), and b) the Perceptual Learning Style Preference Survey developed by Reid (1984). Due to the violation of the assumptions of normality of distribution, the non-parametric Spearman rank order coefficient of correlation was employed in order to answer the initial 3 research questions. The obtained results indicated that there were significant and positive relationships between participants’ critical thinking and total score of perceptual learning styles, ρ = .33, n = 595, p < .01; critical thinking and the number of major perceptual learning styles, ρ = .28, n = 595, p < .01; and critical thinking and group, visual, auditory, tactile, and kinesthetic perceptual learning styles. Furthermore, a multiple regression analysis was run which revealed that tactile learning style preference is the best predictor of EFL learners’ critical thinking (β = 0.285, t = 6.107, p = 0.0005). The study concludes with a discussion on the findings and stating a number of recommendations for further research.

scholarly journals The Relationship between Iranian EFL Teachers’ Self-efficacy, their Personality and Students’ Motivation

2018 ◽  
Vol 6 (4) ◽  
pp. 7
Author(s):  
Masoud Khalili Sabet ◽  
Saeedeh Dehghannezhad ◽  
Abdorreza Tahriri
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Self Efficacy ◽  
Teaching And Learning ◽  
Pearson Correlation ◽  
Foreign Language Learning ◽  
The Other ◽  
Related Factors ◽  
Efl Teachers ◽  
The Relationship

A growing body of evidence suggests that teachers play a significant role in the process of foreign language teaching and learning. On the other hand, motivation is one of the most important pre-requisites of foreign language learning which can be influenced by many teacher-related factors such as teachers’ personality characteristics and their self-efficacy beliefs. Therefore, this study was conducted to examine the relationship between Iranian EFL teachers’ self-efficacy, their personality and students’ motivation. Participants included 25 EFL teachers teaching in different language institutes and 75 EFL students learning English in those institutes. In this study, three instruments were used for data collection: Teachers’ Sense of Efficacy Scale (TSES) developed by Tschannen-Moran and Hoy (2001), Neuroticism-Extraversion-Openness Five-Factor Inventory (NEO-FFI), and Students’ Motivation Questionnaire designed by Mojavezi and Tamiz (2012). To analyze the data, Pearson correlation was conducted on the variables using the computer program of SPSS 22. Results of the analysis showed that there was a significant positive correlation between teachers’ self-efficacy and students’ motivation (r = .591, p = .002 < .05). The other finding of the study was that one of the NEO-FFI variables, conscientiousness, was found to be significantly in correlation with students’ motivation (r = .413, p = .040 < .05). Results of the study and their pedagogical implications were discussed and recommendations for further research were also made.

scholarly journals Potential relationship between self-efficacy beliefs and proficiency in grammar among tertiary EFL learners

2020 ◽  
Vol 9 (1) ◽  
pp. 38-44
Author(s):  
Achmad Kholili
Keyword(s):  
Language Learning ◽  
Self Efficacy ◽  
Efficacy Beliefs ◽  
Pearson Product Moment Correlation ◽  
Efl Learners ◽  
English Grammar ◽  
Correlational Design ◽  
The Relationship ◽  
Positive Significant Correlation ◽  
Recent Insight

A multitude of studies on self-efficacy beliefs have been undertaken to date, especially in language learning. However, little evidence is given on looking into the relationship between self-efficacy and English grammar. To this end, the present study goes about identifying to what extent the correlation between learners’ self-efficacy and their achievements in the grammar test is.  Drawing on the correlational design, an English grammar test was administered to the learners to know the learners’ acquaintance with the English grammar. Meanwhile, a self-efficacy questionnaire was performed by the researcher to the learners to figure out to what extent their efficaciousness is. A Pearson-product moment correlation was performed to analyze the relationship between such variables. The result demonstrates that there is a high positive significant correlation between learners’ self-efficacy and their attainments in the grammar test, displayed by r Correlation = +1. This finding brings a recent insight in the field of language learning.

scholarly journals The Relationship between EFL Teachers’ Critical Thinking and Use of Motivational Strategies

2017 ◽  
Vol 8 (2) ◽  
pp. 14
Author(s):  
Gholamreza Parsi
Keyword(s):  
Critical Thinking ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Rank Order ◽  
Motivational Strategies ◽  
Efl Teachers ◽  
Training Courses ◽  
Language Schools ◽  
Relationship Of ◽  
The Relationship

The present study was conducted to investigate the relationship between EFL teachers’ critical thinking and use of motivational strategies. The participants of this study were 101 EFL teachers. These teachers were both male and female between 21 to 36 years old, and they taught intermediate and advanced levels and varied in their experience from 3 to 17 years. They were chosen randomly from private language schools in Mashhad and two questionnaires were given to them: A questionnaire to evaluate the use of motivational strategies (Cheng and Dornyei, 2007) and another questionnaire to estimate their critical thinking (Honey, 2000).To fulfill the objective of the study, a Spearman Rank Order Correlational analysis was conducted to investigate any significant relationship between the two variables. The results showed that there is no correlation between critical thinking and motivational strategies. This result may help teacher educators to consider the relationship of critical thinking and teachers’ use of motivational strategies as an integral part of the teaching and learning process in teacher training courses. 

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