Articles

Vol. 4, No. 3 (May 2016)

 

The Relationship between EFL learner’s Goal orientations, Self-efficacy and Test Anxiety

Ms. Narges Nazaryan, Imam Reza International University, Mashhad, Iran
Prof. Behzad Ghonsooly, Ferdowsi University of Mashhad, Mashhad, Iran

Dr. Afsaneh Ghanizadeh, Imam Reza International University, Mashhad, Iran

International Journal of Foreign Language Teaching in the Islamic World (FLTJ), 4(3), 05-13.       Download Full Text

Abstract

The current study was conducted to explore the probable relationship between EFL learners’ self-efficacy, goal orientation and test anxiety. For this aim, a total of 120 intermediate EFL students took part in this study. They were asked to complete three questionnaires: goal orientation inventory, learner’s self-efficacy survey and motivated strategies for learning questionnaire (MSLQ). The findings obtained from the Correlational formula showed that self-efficacy had a significant relationship with performance goal orientation and also there is a significant relationship between test anxiety and avoidance goal orientation. However, it was found that there is no significant relationship between self-efficacy and test anxiety. Finally, the findings were discussed in details and implications were provided.

Key words: Goal orientations; Self-efficacy; Test anxiety; Learner's performance



 

On The Effect of Text-based Thinking Styles (Executive, Legislative) On Iranian Upper-Intermediate EFL Learners’ Reading Comprehension Ability

Dr. Mohammad Ali Fatemi, Islamic azad University, Iran

Ms. Fatemeh Zeraatkar, Islamic azad University, Iran

International Journal of Foreign Language Teaching in the Islamic World (FLTJ), 4(3), 14-21.       Download Full Text

Abstract

The current study embarked on an investigation of the effects of text-based thinking styles (executive, legislative) on Iranian upper-intermediate EFL learners’ reading comprehension ability. To this aim, a sample including 60 Iranian upper-intermediate EFL learners from a language institute in Birjand, Iran was selected. The participants were selected from among 150 EFL learners based on their scores in Quick Placement Test (2001) developed by Oxford University Press and University of Cambridge Local Examinations Syndicate. To determine the participants' thinking styles, Thinking Style Inventory (TSI), a self-report test: the TSI (Sternberg & Wanger 2001), was administered to them. Based on their scores in TSI, the participants were assigned to two groups of thinkers (Legislative, Executive). At the outset of the study, they were given a TOEFL reading comprehension test as the pretest. Throughout the course which lasted for 14 sessions, the same reading texts were practiced in these three classrooms. The difference was related to the mode of teaching, that is the materials were taught after presenting relevant instructions on a specific thinking style in each group. Finally, posttest being the same as the pretest was administered. Results of the posttest revealed that executive learners ranked first followed by legislative. These findings provide pedagogical implications for taking EFL students' thinking styles into account.

Key words: Thinking Styles; Legistative; Executive; Reading comprehension



 

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