The Study of Relationship between Learning Autonomy, Language Anxiety, and Thinking Style: The Case of Iranian University Students
Journal Title: International Journal of Research in English Education - Year 2019, Vol 4, Issue 2
Abstract
One of the important abilities of learners is to monitor their own learning process and take charge of their development. To this end and based on the correlational nature of the study design, total of 125 students (for the Winter semester of 2017) educating at Zanjan Universities (89 B.A. students of Islamic Azad University and 60 B.A. students of Payam-e-Noor University) were chosen as the statistical population. Using Cochran formula and stratified random sampling method (each university was considered as one separate strata), the sample size was determined as 108 (65 students educating at Islamic Azad University and 43 students educating at Payam-e-Noor University). To gather the information, Horwitz, Horwitz and Cope’s, Foreign Language Classroom Anxiety Scale, Sternberg’s Thinking Styles Inventory, and Learner Autonomy Questionnaire (LAQ) developed by Zhang and Li were used. The results of K-S test showed that non-parametric test was liable to be used in order to study the research hypotheses. Using Spearman correlation coefficient, a relationship was found between autonomy and language anxiety among Iranian university students. The other research question was an attempt to determine if there was a relationship between learner autonomy and thinking style which was confirmed through the use of Spearman correlation coefficient. Ultimately, the association between language anxiety and thinking style was addressed through the use of Spearman test which confirmed this relationship. Findings of the current study suggest pedagogical implications for second or foreign language teaching and learning as well as textbook writers and curriculum designers.
Authors and Affiliations
Maryam Ahmadi, Siros Izadpanah
Keywords
Related Articles
- EP ID EP665617
- DOI 10.29252/ijree.4.2.73
- Views 120
- Downloads 0
The Effect of Written Corrective Feedback on EFL Students' Writing Accuracy
The present study explores the effect of providing different types of written corrective feedback (WCF) on 79 Iranian EFL learners’ writings over time through a pre-test, immediate post-test and delayed post-test. In thi...
The Impact of Motivation on Reading Comprehension
Motivation is one of the important factors which impacts greatly on language learning. One of the most important factors which receives the special focus in foreign language teaching is reading motivation. More recently,...
The Effect of Practicing Domestic vs. Foreign Newspaper on Iranian Intermediate EFL Learnersʹ Reading Comprehension Ability
The present study investigated the effect of practicing domestic vs. foreign newspaper on Iranian Intermediate EFL Learners’ reading comprehension ability. The main question this study tried to answer was whether or not...
English Pronunciation Instruction: A Literature Review
English pronunciation instruction is difficult for some reasons. Teachers are left without clear guidelines and are faced with contradictory practices for pronunciation instruction. There is no well-established systemati...
An Analysis of Factors Influencing Learners’ English Speaking Skill
Speaking is one of the most important skills to be developed and enhanced as means of effective communication. Speaking skill is regarded one of the most difficult aspects of language learning. Many language learners fin...