motivation

This study explored the use of meta-cognitive strategies (MCS) in reading comprehension among Iranian EFL learners with varying levels of proficiency (i.e. high proficient vs. low proficient). Furthermore, there was an attempt to investigate the impact of motivation on language learners’ MCS use. The proposed hypotheses predicted: 1) there is no significant difference between the high proficient EFL learners’ use of MCS compared to their low proficient peers, and 2) there is no relationship between the two groups’ MCS use and their motivation. One hundred participants, aged 16-24, were selected from the intermediate and advanced EFL learners in Jihad Daneshgahi Institute of Kermanshah. The data was collected through: a) a modified version of the FCE reading paper, b) a modified version of the PET reading paper, c) Taraban's (2006) MCS Questionnaire, and d) an adapted form of Gardner's (1985) motivation questionnaire, and was submitted to a series of independent samples t-test and co-relational analysis. The results indicated: 1) a significant difference between the two groups in terms of the use of meta-cognitive strategies, favoring the highly proficient readers, and 2) a significant relationship between the use of meta-cognitive strategies and motivation of the participants.

The present study was an attempt, to empirically investigate if there was any significant difference between authentic listening materials and their simplified version in terms of the listening comprehension of Iranian EFL learners. To this end, two groups of thirty subjects were chosen. One group received authentic listening materials and the other group received the same topic in simplified version through ten sessions. The subjects studied Top Notch Book, level 3. The listening parts were followed with seven listening comprehension questions to assess the listening comprehension of the subjects. Then, at the end of the course, the listening comprehension scores of the two groups were compared by a T-Test. The result showed that simplified demonstration of materials had a benefit over the use of authentic version. A questionnaire was also given to the subjects at the beginning and at the end of the course to find out their motivation toward using authentic or simplified materials. The result indicated that there was no significant difference between two groups in terms of motivation.

Demotivation is a relatively new topic in the field of second or foreign language acquisition which is in need of more rigorous research. In this regard, the present study was an attempt to investigate demotivating factors in learning English as a foreign language in an Iranian context. To this end, 382 Persian learners of English were selected through stratified clustering sampling procedure to participate in this mixed method study. The Data was collected through a 40-item Likert type questionnaire. The Factor analysis of the data extracted seven factors including a) inadequate facilities, b) reduced self-confidence, c) class characteristics, d) lack of purpose to study English, e) teaching methods, f) teachers and teaching styles, and g) negative attitudes toward English and the culture of English-speaking countries as demotivators. The Students’ perceptions of these seven factors were compared based on their general English proficiency levels. The Results revealed that low proficient learners perceived reduced self-confidence and negative attitudes more demotivating than their counterparts at other levels of proficiency.

This study, drawing on a dual theoretical standpoint constituting ecological systems theory (EST) and self-determination theory (SDT), compared Iranian novice and experienced EFL teachers’ remotivational strategies. The participants, selected based on convenience sampling technique, comprised two equal 32-member groups of novice and experienced EFL teachers teaching different proficiency levels at six language institutes. To gather data, semi-structured interviews were conducted. The results of thematic data analysis indicated that novice and experienced teachers were approximately similar in terms of the emerging theme instances situated within the integrative SDT/EST framework. Nonetheless, novice and experienced teachers were markedly different concerning the number of theme instances for each SDT facet positioned in the EST layers. Moreover, the results of Chi-square test demonstrated significant differences between novice and experienced teachers in terms of the number of themes existing in the SDT/EST frame. The results, enhancing teacher educators’ understanding of the similarities and disparities between novice and experienced teachers’ perceptions of remotivational strategies, can provide teachers and teacher educators with awareness concerning how remotivational strategies are nested across multiple systems while simultaneously being informed by a certain motivation-specific theory.

Objectives: Task-based speaking courses have gained prominence in language education as an effective approach to enhancing communication skills and learner engagement. By focusing on tasks and interactions, these courses not only promote language proficiency but also foster collaboration among students. The present study was to find whether motivation and anxiety predicted the Iranian EFL learners’ progress in task-based speaking courses. Methods: A total number of 120 intermediate Iranian EFL learners of Safir-e-Andisheh Language Institute in Isfahan, Iran, were selected by convenience sampling following the administration of the Oxford Quick Placement Test (OQPT). Afterward, a ten-session task-based speaking training was conducted using the speaking tasks presented in American English File-Book 2. The data were collected using the Motivation in Foreign-Language Learning Questionnaire, the Foreign Language Classroom Anxiety Scale, and a speaking test. A speaking assessment rubric, comprising vocabulary, grammar, intonation, pronunciation, and fluency, was used to assess speaking on a scale of 1-10. The obtained data were analyzed by standard multiple regression. Results: The findings revealed that interest in foreign languages, pragmatic benefits, and English for professional reputation predicted the speaking progress of EFL learners; furthermore, communication apprehension and fear of negative evaluation significantly predicted the speaking progress of EFL learners. Conclusion: In conclusion, the study highlights the significant role of both motivation and anxiety in predicting the progress of Iranian EFL learners in task-based speaking courses. By understanding these factors, educators can better design programs that enhance learner engagement and improve speaking proficiency.

Objective: The aim of the present study was to introduce and validate a tool for measuring students' individual agency. Method: The research was descriptive-correlational. The statistical population included 1364 student-teachers at Farhangian University, Kurdistan Province. A sample of 271 students was selected using systematic random sampling. Data was collected using the Individual Resources subscale of the Student Agency Scale (Jääskelä et al., 2017). The subscale has 28 items spread across four dimensions: participation activity, interest and motivation, self-efficacy, and competence beliefs. The questionnaire was translated into Persian, and semantic consistency with the original version was confirmed using the back-translation method. Subsequently, the face validity of tool was verified based on expert evaluations. Data analysis involved first- and second-order confirmatory factor analysis, convergent validity, Cronbach's alpha, composite reliability, and a one-sample t-test. Data analysis software included SPSS19 and Amos23. Results: The first-order factor analysis results indicated that the questionnaire items (after removing three items) could appropriately describe the latent variables. The second-order factor analysis results also revealed that the questionnaire items could be reduced to four components: activity engagement, interest and motivation, self-efficacy, and competence beliefs (RMSEA: .047; CFI: .93). The average variance extracted was 0.55, confirming convergent validity. The overall Cronbach's alpha was 0.87, and the Cronbach's alpha coefficients for the subscales ranged from 0.64 to 0.82. The composite reliability was 0.82. Results also indicated a high level of individual agency among student-teachers at Farhangian University (p < .05).

Although a wealth of research has been conducted in the field of English language teaching, the studies related to the effects of digital story telling (DST) instruction as an innovative technique for language learning have been fairly insufficient. The present research made an effort to examine the effect of using DST on Iranian EFL learners’ reading comprehension and their motivation. To address the study objectives, 40 female learners from Marefat Language Institute were recruited based on the results of an OPT as a standard test to homogenize. The participants (20 in each group) were randomly assigned into an experimental group and a control one. To measure learners’ motivation, the Motivation Questionnaire by Dörnyei and Németh (2006) and Taguchi et al. (2009) was applied. The experimental group received DST instruction based on Robin’s model (2008) and the control group received the conventional method designed by the institute. The analysis of the groups’ performance in the pre-test and post-test through an independent samples t-tests revealed that the DST group significantly outperformed the control group in both reading comprehension and motivation. This study has several implications for language teachers and syllabus designers in the classroom context.

Objective : The purpose of the present research was to investigate the impact of innovative organizational climate on the job performance of private sector employees, taking into account the mediating role of job motivation and self-efficacy. Methods : A descriptive-correlation approach was employed in the current investigation, utilizing structural equation modeling. The population of the study consisted of 384 employees from the private sector, aged between 21 and 49 years (with a mean age of 35.11±8.17 years), who willingly participated in the present study. The research was conducted in Tehran, Iran, in the year 2023. The participants were selected through a convenience sampling method, adhering to the guidelines outlined by Krejci and Morgan. Standard questionnaires were used for data collection. Pearson correlation test and structural equation modeling were used for data analysis. Results : Results revealed that innovative organizational climate significantly affected job performance (T=6.284). Moreover, innovative organizational climate significantly affected job motivation (T=11.594). Furthermore, innovative organizational climate significantly affected self-efficacy (T=9.509). In addition, job motivation had significantly mediated the relationship between innovative organizational climate and job performance (P<0.001). Finally, self-efficacy had significantly mediated the relationship between innovative organizational climate and job performance (P<0.001). Conclusion: Based on the findings of this research, it is recommended that market holders focus on promoting and enhancing the factors and components that contribute to the innovative organizational climate of private-sector employees. Additionally, greater emphasis should be placed on job motivation and self-efficacy of the private-sector employees. 

This study investigated the relationship between EFL learners’ motivational profile and their home cultural attachment. For this purpose, two questionnaires, Papi and Abdollahzadeh (2011) The Student Motivational State Questionnaire and Pishghadam, Hashemi and Bazri (2013) Cultural Attachment Scale, designed for the context of Iran, were distributed among two hundred EFL learners studying English in language institutes all over Iran. Various statistical analyses were conducted to examine the associations between the variables. The ideal self was strongly related to Western and artistic attachments; the ought self-demonstrated a strong relationship with Western attachment; and the linguistic self-confidence showed minimal correlation with cultural attachment. The results revealed significant gender differences in motivational profiles, with girls showing stronger alignment with ideal and ought-to selves, as well as higher levels of linguistic self-confidence and more positive attitudes toward learning English. Boys, on the other hand, exhibited slightly higher attachment to Western cultural influences, while girls showed stronger attachments to traditional, Iranian, and artistic dimensions. The results underscore the intricate relationship between cultural identity, motivational dynamics, and emotional reactions in language learning. These findings carry important implications for tailoring language teaching strategies to address gender-specific motivational drivers and cultural affinities, while also offering applications in designing more inclusive and personalized educational approaches that enhance engagement and outcomes for both boys and girls.

This study investigates the impact of negotiated syllabi on English as a Foreign Language (EFL)   learners’ motivation, engagement, and autonomy through a mixed-methods approach. Participants included 120 EFL learners, divided into experimental and control groups. Quantitative data were collected via motivation, autonomy, and engagement scales administered pre- and post-intervention, while qualitative data were gathered through semi-structured interviews with a subset of learners from the experimental group. ANCOVA result indicated that learners in the negotiated syllabus group exhibited significantly higher levels of motivation, engagement, and autonomy compared to the control group. Thematic analysis of interview data revealed eight primary themes, including increased relevance of course content, collaborative learning, and enhanced responsibility. Participants reported feeling more invested in their learning due to active involvement in course design, which fostered a sense of ownership and agency. These findings have implications for EFL curriculum development, highlighting the potential benefits of integrating learner input into syllabus design to improve educational outcomes. Future research should further explore learner-centered approaches across diverse EFL contexts.

Mind mapping has increasingly been acknowledged for its ability to improve learning outcomes, especially within language education. This research compared virtual and traditional mind mapping techniques for improving writing performance and motivation in Iranian EFL learners. The initial pool comprised 120 Iranian EFL students at the pre-intermediate level, selected based on their KET exam results. From this group, 90 participants were randomly divided into three cohorts: two experimental groups and one control group. Before the intervention, all groups completed a writing assessment designed by the instructor, along with a motivation survey. The first experimental group was taught using virtual mind mapping tools, while the second experimental group utilized conventional, paper-based mind maps. The control group received standard writing instruction without the use of mind mapping. After the instructional period, the motivation questionnaire and writing tests were re-administered to all participants. Statistical analysis demonstrated that both mind mapping groups achieved significantly higher scores in writing and motivation compared to the control group. Furthermore, an independent samples t-test comparing the two experimental groups revealed that the virtual mind mapping cohort outperformed the non-virtual group slightly in both writing achievement and motivational measures. Insights from semi-structured interviews showed that most learners held favorable views toward the use of virtual mind mapping in their English writing classes. These results highlight the benefits of incorporating virtual mind mapping into EFL teaching practices to boost writing skills and learner motivation.

The use of portfolios as a tool for assessment in educational settings has attracted significant attention in recent years due to its potential to capture multifaceted aspects of student learning. This study investigates students' perceptions of portfolios as an assessment tool, examining their experiences, attitudes, and beliefs towards its effectiveness in assessing their learning progress and achievements. Additionally, the study explores the influence of factors such as prior exposure to portfolio assessment, instructional support, and personal learning styles on students' perceptions. The research examined students’ responses to portfolio-based assessments over three academic years, from 2020 to 2023. The respondents were third-year elementary education students enrolled in the Faculty of Education at the public University of Gjakova, Kosovo, where the research was conducted. Additionally, the study incorporated a focus group consisting of five English language teachers to examine both the advantages and disadvantages of portfolio assessment, as well as the challenges associated with evaluating students through this method. A qualitative research approach was employed, utilizing qualitative analysis for the questionnaire responses and a descriptive approach for the data collected from teachers. The analysis of student outcomes yields several insights into portfolio-based assessment. The findings suggest that this assessment method enables a more convenient preparation process, as students have ample time, a supportive environment—such as their homes—and the flexibility to engage in learning according to their unique preferences and styles. According to teachers, the portfolio is perceived as straightforward in its appearance, yet it presents significant complexities in terms of implementation and assessment. The integration of portfolio assessment in curriculum design and the provision of structured guidelines and support could be underlined as practical implications and recommendations to enhance the effectiveness of assessment-based portfolios in educational settings.

The present study, using a sequential mixed-methods design, mainly aims at determining the extent to which teacher stroke and teacher time perspective contribute to teacher creativity. In doing so, the participants consisted of 110 EFL students from English private institutes in the quantitative phase of the study, and a pool of eight learners were selected to participate in the qualitative phase of the study. A number of instruments were used to measure teacher stroke, time perspective and creativity. To analyze the data, the Pearson moment-to-moment correlation, multiple regression, content-based categorization, and inter-coder reliability were used. The results revealed that there was a statistically significant association between teacher stroke and teacher creativity as well as between teacher time perspective and teacher creativity. Furthermore, the results of multiple regression determined that teacher time perspective was the most possible predictor of teacher creativity since this variable provided the most robust contribution to explaining teacher creativity. The results elicited from the responses to the interviews with the students provided nine themes including: positive feelings, energizer, motivation, time management, involvement, fun, active participation, self-confidence, and trying something new. Finally, a number of practical implications are offered from EFL teachers and students and some further suggestions are made.

Acknowledging translator’s agency, the present research argues what remains relatively under-explored in translation studies is how translators’ demographics and professional background closely interacts with their decision-making when it comes to book selection criteria. Therefore, this quantitative research examines whether professional factors of, among other things, translation experience, educational degree, significantly affect translators’ selection criteria for book translation in contemporary Iran. Based on a snowball sampling method, 248 professional translators answered a self-report questionnaire, which collected their professional data and measured their preferences based on a range of book selection criteria, including socio-cognitive considerations, externally driven motivations, success guarantee factors, translators’ authority and agency, internally driven motivations and publishers’ authority and agency. Results indicated that only translators’ educational background, experience, and field of study significantly predicted their book selection criteria. Further, their educational degree affected their book selection criteria, such as externally driven motivations, publishers’ authority and agency, success guarantee factors.

Motivational goal orientations play a critical role in shaping learners’ engagement in the classroom. This study was to investigate how performance-avoid, performance-approach, mastery-avoid, and mastery-approach goals determine agentic and social engagement of Iranian intermediate EFL learners. For this purpose, 200 Iranian intermediate EFL learners of language institutes in Isfahan and Gachsaran, Iran, were selected by convenience sampling. The OQPT was administered to ensure the homogeneity of the participants. The data were collected by Goal Orientation Survey and Student Engagement Questionnaire, which were distributed online and analyzed using standard multiple regression. The findings demonstrated that the mastery approach and performance approach significantly determined agentic engagement, and the performance approach significantly determined social engagement. These findings provide valuable insights into the motivational dynamics within Iranian intermediate EFL classrooms. Educators can enhance student engagement by focusing on fostering mastery and performance goal orientations and creating a supportive learning environment, ultimately improving the language learning outcomes of Iranian intermediate EFL learners.