The purpose of this study was to investigate the relationship among metacognitive strategy use, motivation and listening test performance of EFL university students. The participants were 82 students majoring in English translation and literature at Allameh Tabataba’i and Shahid Beheshti Universities in Tehran, Iran. Data were collected using three instruments: MALQ (metacognitive awareness listening questionnaire), AMS (academic motivation scale), and the listening section of the TOEFL. After administering the listening section of the TOEFL (pre-test), students filled in the MALQ and AMS. A statistically significant correlation was found between metacognitive strategy use and listening performance, listening performance and intrinsic motivation, as well as metacognitive strategy use and intrinsic, extrinsic motivation
This study investigated the continuous influence of self-assessment on EFL (English as a foreign language) learners’ self-efficacy. The participants, divided into an experimental and a control group, were 57 Iranian EFL learners in an English-language institute. The participants’ self-efficacy was measured through a questionnaire that was the same for both groups. Additionally, the participants in the experimental group completed a biweekly self-assessment questionnaire throughout the semester. The obtained data were analyzed through an Analysis of Covariance (ANCOVA). The findings showed that the students’ self-efficacy improved significantly in the experimental group. This suggests that applying self-assessment on a formative basis in an EFL setting leads to increased self-effi- cacy. This study thus highlights the pedagogical implications of self-assessment in EFL classrooms.Cette étude a porté sur l’influence continue de l’auto-évaluation sur l’auto-effi- cacité des apprenants en ALE. Les participants, 57 Iraniens étudiant l’ALE dans un institut de langue anglaise, ont été répartis parmi un groupe expérimental et un groupe témoin. Le même questionnaire a été administré aux deux groupes et a servi d’outil pour mesurer l’auto-efficacité des apprenants. Les membres du groupe expérimental ont en plus complété un questionnaire d’autoévaluation chaque deux semaines au cours du semestre. Les données ont été traitées par une analyse de covariance (ANCOVA). Les résultats indiquent que l’auto-efficacité des élèves s’est améliorée de façon significative dans le groupe expérimental, ce qui porte à croire que la mise en pratique d’une auto-évaluation formative dans les cours d’ALE entraine une amélioration de l’auto-efficacité. Cette étude fait donc ressortir les incidences pédagogiques de l’auto-évaluation dans les cours d’ALE.
This study set out to investigate the relationship between quality of work life and teacher motivation among 160 secondary school English as a foreign language (EFL) teachers in Tehran, Iran. In addition, 30 of the participants were randomly selected to take part in follow-up interviews which asked why they felt the way they reported. The results revealed that the participants enjoyed a medium level of quality of work life and experienced a medium-to-low level of motivation. In addition, a significant relationship was found between motivation and quality of work life categories. Furthermore, the subscales of the quality of work life that best predicted teacher motivation were identified. The findings of this study have implications for teacher educators and educational decision makers in bringing about higher levels of motivation and quality of work life among English language teachers.
Abstract-The present paper is an attempt to describe the process that was undertaken to evaluate the textbook English for the Students of Sociology: Social Science Texts taught at the University of Tehran. The purpose of this research project was to determine the overall pedagogical value and suitability of the book toward this specific language program. To achieve this goal, a questionnaire consisting of 20 items and examining 6 factors (practical concerns, materials in relation to course objective, subject matter, linguistic issues, skills and strategies, variety of tasks and activities, and the layout of materials) was used. Participants included 30 students of sociology, who were taking an ESP course at the University of Tehran. The findings indicated that the book, despite having merits, was not very suitable for the course. Suggestions regarding the kinds of activities, strategies, layout and other important issues are discussed.
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