Amir Reza Nemat Tabrizi; Manoochehr Jafarigohar; Saeed Sayyad Chamani
Abstract
The current study aimed to examine whether or not the explicit teaching of motivational regulation strategies significantly affected Iranian EFL learners' willingness to communicate (WTC) in general English online classes. Moreover, it endeavors to investigate if there was a significant difference between ...
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The current study aimed to examine whether or not the explicit teaching of motivational regulation strategies significantly affected Iranian EFL learners' willingness to communicate (WTC) in general English online classes. Moreover, it endeavors to investigate if there was a significant difference between male and female Iranian learners' WTC in general English online classes regarding the explicit teaching of motivational regulation strategies. To this aim, a pretest-posttest design was used and 130 participants were randomly chosen out of 406 pre-intermediate level students. After the administration of the homogeneity test, 92 learners were randomly assigned to two experimental and control groups. There were 46 learners in the experimental and 46 learners in the control group with equal number of male and female participants in each. The findings revealed that the explicit teaching of motivational regulation strategies significantly affected Iranian EFL learners' WTC in general English online classes. It was also observed that female Iranian learners’ WTC was significantly higher than that of male learners' in general English online classes regarding the explicit teaching of motivational regulation strategies. The findings of this study could be of great importance for language learners, teacher trainers, and teachers.
Javad Hatami; abbas taghizade; ali Ziyaeemehr; Narges saedi
Volume 1, Issue 3 , January 2019, , Pages 17-28
Abstract
This study investigated the relationships among self-regulated learning, motivation for academic achievement and self-concept in prediction of academic achievement of male high school students studying through distance education system in Kashan Province, Iran. A cross-sectional, descriptive- correlational ...
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This study investigated the relationships among self-regulated learning, motivation for academic achievement and self-concept in prediction of academic achievement of male high school students studying through distance education system in Kashan Province, Iran. A cross-sectional, descriptive- correlational design was conducted among all male high schools students in Kashan’s distance education centers during 2015-2016(n=718). Using a multistage cluster sampling, 270 students were selected. Data were collected using Herman’s achievement motivation questionnaire (1970), the Pintrich & De Groot self-regulated learning scale (1990) and Becks self-concept scale (1990). Stepwise regression analysis was employed in the SPSS version 20. The results showed that self-regulated learning, motivation for academic achievement and self-concept had significant positive relationships and predicted academic achievement statistically (p
