Explorando el papel de la ansiedad y la motivación en el éxito en adquirir una lengua extranjera: un enfoque extructural del modelado de ecuación.

The present study had two purposes. First, the relationship between language anxiety and motivation was examined among Iranian EFL learners. Secondly, a foreign language achievement model based on language learning anxiety and motivation was developed and tested by structural equation modeling. To achieve the purposes, foreign language classroom anxiety scale (FLCAS) and language learning orientations scale (LLOS) were administered to 264 participants. The results of the study showed that amotivation and less self-determined types of external motivation are positively related to language anxiety. Also, intrinsic motivation and identified regulation were negatively related to language anxiety. The application of the structural equation modeling showed that both anxiety and motivation significantly predict the English achievement of the language learners within an Iranian context. Pedagogical implications of the results are discussed.El presente estudio tuvo dos objetivos. En primer lugar, se examinó la relación que se produce entre la ansiedad y la motivación de estudiantes iraníes de inglés como lengua extranjera. En segundo lugar, se desarrolló un modelo de éxito de aprendizaje de lenguas extranjeras basado en la ansiedad que provoca el aprendizaje de idiomas y la motivación, y se comprobó mediante modelos de ecuaciones estructurales. Para lograr los objetivos se pasaron a 264 participantes una escala de ansiedad en el aula de lengua extranjera (FLCAS) y una la escala de orientación de aprendizaje de idiomas (LLOS). Los resultados del estudio mostraron que la desmotivación y los tipos de motivación externa menos auto-determinados se relacionan positivamente con la ansiedad que produce el aprendizaje de un idioma. Además, la motivación intrínseca y la regulación identificada se relacionan negativamente con la ansiedad de aprender una lengua. La aplicación del modelos de ecuaciones estructurales mostró que la ansiedad y la motivación predicen significativamente el logro en inglés de los estudiantes de lenguas en un contexto iraní. Se discuten también algunas implicaciones pedagógicas de los resultados

Language Teachers’ Conceptions of Intelligence and their Roles in Teacher Care and Teacher Feedback

Abstract: The purpose of this study was to find the relationships among teachers’ conceptions of intelligence, teacher care, and teacher feedback in the realm of English Language Teaching (ELT). To this aim, three scales were developed to measure the aforementioned constructs. The participants consisted of 81 English as a Foreign Language (EFL) teachers and their 426 students who were learning English in private language institutes. The scales were validated by Confirmatory Factor Analysis (CFA) and the correlations among their subscales were investigated. The findings suggested that modularity, increasibility and applied ELT are associated with the nature and amount of teacher feedback and care as perceived by the students. Moreover, the results revealed that teachers’ conceptions of intelligence significantly affect how they evaluate their students (p \u3c .05). In the end, implications were provided in the context of teaching

El papel de la inteligencia narrativa en la enseñanza de inglés, asignaturas maior y género

This research attempt purports to examine the role of narrative intelligence in the success of English language teachers with respect to major and gender. Seven hundred and fifty three English language teachers and learners took part in this study. Scales of narrative intelligence and teacher success were used to garner data in this study. The findings indicated that there exists a significant relationship between teachers pedagogical effectiveness and their narrative intelligence. Moreover, EFL teachers who majored in English literature showed a higher level of narrative intelligence. In addition, there was no statistically significant difference between male and female teachers in terms of narrative intelligence. Finally, the results were discussed and pedagogical implications were provided in the context of language learning and teaching.Este intento de investigación pretende examinar el papel de la inteligencia narrativa en el éxito de los profesores de inglés y en sus mayores en hombres y mujeres. Setecientos cincuenta y tres profesores de inglés y los alumnos participaron en este proyecto. Las escalas de inteligencia narrativa y el éxito docente se utilizaron para reunir datos de este estudio. Los resultados indicaron que existe una relación significativa entre la eficacia pedagógica de los docentes y su inteligencia narrativa. Por otra parte, profesores de inglés que se especializó en la literatura Inglés mostraron un mayor nivel de inteligencia narrativa. Además, no hubo diferencia estadísticamente significativa entre los maestros y maestras en términos de inteligencia narrativa. Finalmente, los resultados fueron discutidos y las implicaciones pedagógicas se presentaron en el contexto del aprendizaje de idiomas y la enseñanza

L2 Motivation and Personality as Predictors of the Second Language Proficiency: Role of the Big Five Traits and L2 Motivational Self System

This study examined the predictability of the L2 proficiency by personality and L2 motivational self system variables among 141 Iranian EFL university students. Participants completed Transparent Bipolar Inventory (Goldberg, 1992) as a personality measure, L2 motivational self system (Papi, 2010), and a self-rated measure of second language proficiency. Regression analyses showed that extroversion and openness to experience accounted for 13% of the variance in L2 proficiency; and ideal L2 self and L2 learning experience accounted for 35% of the variance in L2 proficiency. Further, extroversion, neuroticism, conscientiousness, and openness explained 25% of the variance of in ideal L2 self; neuroticism and conscientiousness explained 24% of the variance in ought-to L2 self; and conscientiousness and extroversion explained 26% of the variance in L2 learning experience. Hierarchical regressions also showed that L2 motivation is a more powerful predictor of L2 proficiency.Key words: Second language proficiency; Big Five traits; Ideal L2 self; Ought to L2 self; L2 learning experience; Motivatio

Antecedents of Pleasant and Unpleasant Emotions of EFL Teachers Using an Appraisal-theoretical Framework

Drawing upon appraisal-theoretical framework (Frenzel, 2014), this study aimed at examining the antecedents of pleasant and unpleasant emotions experienced by English as a foreign language (EFL) teachers in Iran. Results of semi-structured interviews with eleven EFL teachers teaching in private language institutes showed that positive interaction with students, motivated students, and students' progress were the most frequently mentioned antecedents of enjoyment. For pride, positive feedback from students and students' progress were identified as the key antecedents. For anxiety and shame, inability to answer students’ questions was the key antecedent, while shame was additionally triggered by responsibility for student failure, and anxiety was additionally triggered by class observation by supervisors, and lack of preparation. For anger, disciplinary issues, lack of student commitment to tasks and homework, and having to explain a topic to students several times when they do not understand were identified as the key antecedents. Demotivated and uncollaborative students were identified as antecedents of boredom. In the end, the findings were discussed and pedagogical and research implications were suggested

Exploring the Role of Anxiety and Motivation in Foreign Language Achievement: a Structural Equation Modeling Approach

The present study had two purposes. First, the relationship between language anxiety and motivation was examined among Iranian EFL learners. Secondly, a foreign language achievement model based on language learning anxiety and motivation was developed and tested by structural equation modeling. To achieve the purposes, foreign language classroom anxiety scale (FLCAS) and language learning orientations scale (LLOS) were administered to 264 participants. The results of the study showed that amotivation and less self-determined types of external motivation are positively related to language anxiety. Also, intrinsic motivation and identified regulation were negatively related to language anxiety. The application of the structural equation modeling showed that both anxiety and motivation significantly predict the English achievement of the language learners within an Iranian context. Pedagogical implications of the results are discussedEl presente estudio tuvo dos objetivos. En primer lugar, se examinó la relación que se produce entre la ansiedad y la motivación de estudiantes iraníes de inglés como lengua extranjera. En segundo lugar, se desarrolló un modelo de éxito de aprendizaje de lenguas extranjeras basado en la ansiedad que provoca el aprendizaje de idiomas y la motivación, y se comprobó mediante modelos de ecuaciones estructurales. Para lograr los objetivos se pasaron a 264 participantes una escala de ansiedad en el aula de lengua extranjera (FLCAS) y una la escala de orientación de aprendizaje de idiomas (LLOS). Los resultados del estudio mostraron que la desmotivación y los tipos de motivación externa menos auto-determinados se relacionan positivamente con la ansiedad que produce el aprendizaje de un idioma. Además, la motivación intrínseca y la regulación identificada se relacionan negativamente con la ansiedad de aprender una lengua. La aplicación del modelos de ecuaciones estructurales mostró que la ansiedad y la motivación predicen significativamente el logro en inglés de los estudiantes de lenguas en un contexto iraní. Se discuten también algunas implicaciones pedagógicas de los resultado

The Role of Narrative Intelligence in English Language Teaching, Major and Gender

This research attempt purports to examine the role of narrative intelligence in the success of English language teachers with respect to major and gender. Seven hundred and fifty three English language teachers and learners took part in this study. Scales of narrative intelligence and teacher success were used to garner data in this study. The findings indicated that there exists a significant relationship between teachers� pedagogical effectiveness and their narrative intelligence. Moreover, EFL teachers who majored in English literature showed a higher level of narrative intelligence. In addition, there was no statistically significant difference between male and female teachers in terms of narrative intelligence. Finally, the results were discussed and pedagogical implications were provided in the context of language learning and teaching.Este intento de investigación pretende examinar el papel de la inteligencia narrativa en el éxito de los profesores de inglés y en sus mayores en hombres y mujeres. Setecientos cincuenta y tres profesores de inglés y los alumnos participaron en este proyecto. Las escalas de inteligencia narrativa y el éxito docente se utilizaron para reunir datos de este estudio. Los resultados indicaron que existe una relación significativa entre la eficacia pedagógica de los docentes y su inteligencia narrativa. Por otra parte, profesores de inglés que se especializó en la literatura Inglés mostraron un mayor nivel de inteligencia narrativa. Además, no hubo diferencia estadísticamente significativa entre los maestros y maestras en términos de inteligencia narrativa. Finalmente, los resultados fueron discutidos y las implicaciones pedagógicas se presentaron en el contexto del aprendizaje de idiomas y la enseñanza

Narrative intelligence and pedagogical success in english

The present study intends to investigate the relationship between English as a Foreign Language (EFL) teachers’ narrative intelligence and their pedagogical success. Eighty EFL teachers along with 673 EFL learners participated in this study. Narrative Intelligence Scale (NIS) and the Characteristics of the Successful Teachers Questionnaire (CSTQ) were utilized to gather data in this study. The results revealed that there exists a significant association between EFL teachers’ pedagogical success and their narrative intelligence. Moreover, Genre-ation, among the subscales of narrative intelligence, was found to be the best predictor of teacher success. Finally, the results were discussed and pedagogical implications were provided in the context of language learning and teachin