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

Abstract

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.

Reflection in Action: Strategies for Teacher Self-evaluation

“…Specifically, based on the results of this study, we would like to point out to the importance of providing models of exemplary practices and programs, compensation for gaining new skills, and recertification requirements for the in-service EFL teachers. In Serbia, some efforts to improve teacher qualifications to work with diverse student populations are already under way, such as the Theme Based Instruction -TBI Seminars (designed by Kang Shin and Savic, 2014) 1 . These seminars constitute the first important step in increasing teacher awareness and providing teachers with much needed in-service training especially in the area of TEYLs.…”

“…Namely, the teacher who is willing to explore his/her teaching practice and the quality of the work he/she provides may contribute to his/her own professional improvement and learners' autonomy achievement. Thus, this point accounts for the fact that language teachers capable of exploring TP and helping their learners in the process of learning to focus on how to learn rather on what to learn are more likely to make learners' autonomy plausible (Ahmadi and Izadpanah, 2019). In this way, learners may become more motivated and independent in the process of learning while the teacher may become more motivated and willing for both exploration of the teaching practice and his own self-improvement (Dimitrijevic, 2013).…”

Student-Centred Pedagogical Strategies and Academic Achievement of Students at Kyambogo and Makerere Universities

“…To exercise learner authority, students must take ownership of their education, which essentially means giving them power over the learning process (Hashemian & Soureshjani, 2011). Sharing authority facilitates students' freedom and independence in decision-making by allowing them to monitor and evaluate their own progress and accomplishments while achieving their preplanned goals and keeping track of their learning process (Ahmadi & Izadpanah, 2019).…”

Exploring Effective Teaching Approaches in Physics: Insights from Khan-Charbagh District High Schools

“…To teach physics effectively, teachers must use effective teaching strategies. To ensure that students receive the best possible education, teachers should stay up to date on the most recent, established pedagogical approaches in physics teaching (Ahmadi, 2021).…”