The relationship between motivational systems and second language learning

AbstractThe present paper is based on research was done to study the relationship between motivational systems and second language learning. To do so, from 31000 students of high school in Ardabil city in 2008–9 academic years, 780 participants were selected via multi stage cluster sampling by using Cochran's formula. The instrument for date gathering was the Motivated Strategies for Learning Questionnaire (MSLQ). In present research the reliability of questionnaire computed via chronbach's Alpha (α=.89). The method of research was correlation method. Data analyses by use of multiple regressions and independent t-test showed that: Motivational scale components were predictor of second language learning significantly. The Motivation of female students was more than male students significantly, and finally the mean score of female students’ second language learning was more than male students significantly

How affective-motivational variables and approaches to learning predict mathematics achievement in upper elementary levels

The relationship between students' motivation and attitudes towards mathematics, the approaches to learning they use, and their achievement in mathematics has been widely documented in middle school and further academic levels. However, the empirical research in earlier educational stages remains scarce. This study analyzed the predictive value of affective-motivational variables and deep and surface approaches to learning on mathematics achievement in a sample of 524 upper elementary students. Multiple linear regression analysis was used to examine the predictors of mathematics achievement. Mathematics enjoyment positively predicted mathematics achievement and age and the use of the surface approach to learning negatively predicted mathematics achievement. The variables in the model explained 21.3% of the variance in mathematics achievement. Mean differences in the affective-motivational variables and approaches to learning occurred between students with very high and very low achievement in Mathematics, yielding further evidence of important differences between the achievement extremes

The role of advance organizer on English language learning as a second language

AbstractThis research was done to study the role of advance organizer on English language learning as a second language. To do so 65 subjects (two classes) were selected as experimental group and 76 subjects (two classes) were selected as control group via random sampling from 31000 students of Ardabil city high schools in 2008-9 academic years. Before treatment, pretest was performed in both groups. Then experimental group were taught two months through advance organizer method and control group were taught conventional method by the same teacher. After two months posttest was performed in two groups. The research method was quasi experimental and research design was pre and post test with control group. The obtained scores from criterion based exam were considered as progress indicator. Analyzing of gathered data by using t test indicated that: Advance organizer promote English language learning as a second language significantly