Motivation and Autonomy as Predictors of Foreign Language Proficiency among the Iranian Students of Distance vs. Traditional Universities

Abstract

This study was conducted to investigate the possible effect of motivation and autonomy on students' English as foreign language proficiency in two universities -Payamenoor (distance) and Islamic Azad universities (traditional)-in the city of Gonbad-e-Kavous. To do so, 152 Azad University students and 144 Payamenoor University students were randomly selected. Three questionnaires each dealing with one of the three variables of motivation, autonomy and foreign language proficiency were distributed among students to collect the required data. Analyzing the data through Multiple Regression and Fisher's r to z transformation, the results revealed that there is a significant relationship between motivation and foreign language proficiency in both universities. In regard to autonomy, however, results showed no significant relationship between autonomy and foreign language proficiency in Payamenoor University, while in Azad University this relationship was revealed meaningful and significant. The findings of the current study will inform teachers and curriculum developers of the status of motivation and autonomy in the success of students in their academic performance, pointing out some procedures to enhance this idea.

Learning factors in a foreign-language classroom context

“…In a seminal study, Lasagabaster and Lopez (2015) and Ghorbandordinejad (2014) (2002) found that good motivation can have a positive effect that can be perceived in learners' attitudes and behavior. Therefore, for motivation to be considered as a consistent and engaging factor, measures having to do with gradual insertion of it should be kept in mind so feelings regarding the learning motive awake smoothly and be there as much as expected.…”