Speech-Language Pathology Students' Motivation for Learning

King, Amie M.; Chleboun, Steffany; University-Edwardsville, Southern Illinois

doi:10.30707/tlcsd3.1king

Cited by 2 publications

(1 citation statement)

References 13 publications

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“…Language anxiety is believed to be in line with the theories of communication apprehension. It is necessary for teachers to identify those groups of students who are anxious in terms of communication (King & Chleboun, 2019;MacIntyre & Gardner, 1989). It is widely known that language learners go through continuous stages to master the language learning.…”

Section: Anxietymentioning

confidence: 99%

The Study of Relationship between Learning Autonomy, Language Anxiety, and Thinking Style: The Case of Iranian University Students

Ahmadi

Izadpanah

2019

IJREE

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One of the important abilities of learners is to monitor their own learning process and take charge of their development. To this end and based on the correlational nature of the study design, total of 125 students (for the Winter semester of 2017) educating at Zanjan Universities (89 B.A. students of Islamic Azad University and 60 B.A. students of Payam-e-Noor University) were chosen as the statistical population. Using Cochran formula and stratified random sampling method (each university was considered as one separate strata), the sample size was determined as 108 (65 students educating at Islamic Azad University and 43 students educating at Payam-e-Noor University). To gather the information, Horwitz, Horwitz and Cope's, Foreign Language Classroom Anxiety Scale, Sternberg's Thinking Styles Inventory, and Learner Autonomy Questionnaire (LAQ) developed by Zhang and Li were used. The results of K-S test showed that non-parametric test was liable to be used in order to study the research hypotheses. Using Spearman correlation coefficient, a relationship was found between autonomy and language anxiety among Iranian university students. The other research question was an attempt to determine if there was a relationship between learner autonomy and thinking style which was confirmed through the use of Spearman correlation coefficient. Ultimately, the association between language anxiety and thinking style was addressed through the use of Spearman test which confirmed this relationship. Findings of the current study suggest pedagogical implications for second or foreign language teaching and learning as well as textbook writers and curriculum designers.

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Section: Anxietymentioning

confidence: 99%

The Study of Relationship between Learning Autonomy, Language Anxiety, and Thinking Style: The Case of Iranian University Students

Ahmadi

Izadpanah

2019

IJREE

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An Investigation into the Association between Learning Autonomy, Language Anxiety and Thinking Style: University Students in Focus

Desta¹

2020

JLTR

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The purpose of this study was to investigate the association between learning autonomy, language anxiety and thinking style. Thus, the study deals with the basis of autonomous learning along with the importance and different related concepts. To attain this objective, a survey research design was employed. The participants of the study were 598 undergraduate students (287 males and 311 females) enrolled in the department of English language at Debre Tabor University, Bahir Dar University, and Gondar University. To gather the information Horwitz and Cope’s, Foreign Language Classroom Anxiety Scale, Sternberg’s Thinking Styles Inventory, and Learner Autonomy Questionnaire developed by Zhang and Li were used. The findings indicated that non-parametric test was liable to be used in order to study the research hypotheses. Using Spearman correlation coefficient, the association was found between autonomy and language anxiety among Ethiopian university students. The other research question was an attempt to determine if there was the association between learner autonomy and thinking style which was confirmed through the use of Spearman correlation coefficient. Ultimately, the affinity between language anxiety and thinking style was addressed through the use of Spearman test which confirmed this association. Finally, it was recommended that pedagogical implications are needed to account for second or foreign language teaching and learning as well as textbook writers and curriculum designers.

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Speech-Language Pathology Students' Motivation for Learning

Cited by 2 publications

References 13 publications

The Study of Relationship between Learning Autonomy, Language Anxiety, and Thinking Style: The Case of Iranian University Students

The Study of Relationship between Learning Autonomy, Language Anxiety, and Thinking Style: The Case of Iranian University Students

An Investigation into the Association between Learning Autonomy, Language Anxiety and Thinking Style: University Students in Focus

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