Beliefs about Language Learning as the Predictor of FL Classroom Anxiety, Willingness to Communicate, and FL Achievement among Iranian EFL Learners

Document Type : Original Article

Authors

1 M.A. in TEFL, Shahid Bahonar University, Kerman, Iran

2 M.A in TEFL, Kerman Institute of Higher Education, Kerman, Iran

Abstract

This study surveyed the predictive role of beliefs about language learning (BALL) as the predictor of FL anxiety and willingness to communicate (WTC) on language achievement of Iranian EFL learners. To do so, a sample of 120 advanced EFL learners in language institutes in Kerman was selected through convenience sampling to take part in this research. Participants were 50 male and 70 female learners with a mean age of 17. Data for the study were collected using three relevant questionnaires: A Beliefs About Language Learning Inventory (BALLI) scale, a Foreign Language Classroom Anxiety Scale (FLCAS), and a Willingness to Communicate (WTC) scale. The results of the study utilizing multiple regression revealed that beliefs about language learning effectively contributed to predicting anxiety in L2 classes and these two variables had a negative linear relationship. Beliefs about language learning also had a positive significant role in predicting L2 achievement. However, beliefs about language learning did not have a role in the prediction of willingness to communicate in an EFL classroom and their relationship was insignificant. The findings of the present study can help EFL learners to become more aware of their beliefs about language learning and its effects on Anxiety and WTC.  A clear understanding of learners’ beliefs about language learning may change teachers’ and students’ views toward the importance of beliefs in learning an L2.

Keywords

Article Title [Persian]

پیش بینی اعتقادات در مورد یادگیری زبان به عنوان پیش بینی کننده اضطراب و تمایل به برقراری ارتباط در زمینه دستیابی به زبان زبان آموزان ایران

Authors [Persian]

  • علی بهره مند 1
  • مهنام سعید 2

1 کارشناسی ارشد آموزش زبان انگلیسی از دانشگاه باهنر کرمان

2 کارشناسی ارشد آموزش زبان انگلیسی، موسسه آموزش عالی کرمان، کرمان، ایران

Abstract [Persian]

این مطالعه نقش پیش بینی اعتقادات در مورد یادگیری زبان (BALL) را به عنوان پیش بینی کننده اضطراب و تمایل به برقراری ارتباط (WTC) در زمینه دستیابی به زبان زبان آموزان EFL ایران بررسی کرده است. برای این کار ، نمونه ای از 120 زبان آموز پیشرفته EFL در مؤسسات زبان در کرمان از طریق نمونه گیری راحتی برای شرکت در این تحقیق انتخاب شد. شرکت کنندگان 50 مرد و 70 زباندار زن با میانگین سنی 17 ساله بودند. داده های این مطالعه با استفاده از سه پرسشنامه مربوطه جمع آوری شد: اعتقادات مربوط به مقیاس موجودی یادگیری زبان (Balli) ، مقیاس اضطراب کلاس زبان خارجی (FLCAS) و یک تمایل برای برقراری ارتباط (WTC). نتایج مطالعه با استفاده از رگرسیون چندگانه نشان داد که اعتقادات در مورد یادگیری زبان به طور مؤثر در پیش بینی اضطراب در کلاس های L2 نقش داشته است و این دو متغیر دارای یک رابطه خطی منفی هستند. اعتقادات در مورد یادگیری زبان نیز نقش مهمی در پیش بینی موفقیت L2 داشت. با این حال ، اعتقادات در مورد یادگیری زبان نقشی در پیش بینی تمایل به برقراری ارتباط در یک کلاس EFL نداشت و رابطه آنها ناچیز بود. یافته های پژوهش حاضر می تواند به زبان آموزان EFL کمک کند تا از اعتقادات خود در مورد یادگیری زبان و تأثیرات آن بر اضطراب و WTC آگاه شوند. درک روشنی از اعتقاد زبان آموزان در مورد یادگیری زبان ممکن است دیدگاه معلمان و دانش آموزان را نسبت به اهمیت اعتقادات در یادگیری L2 تغییر دهد.
 

Keywords [Persian]

  • عقاید در مورد یادگیری زبان
  • اضطراب کلاسی
  • دستیابی به زبان دوم
  • اشتیاق به ارتباط
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  • Receive Date: 28 August 2022
  • Revise Date: 15 October 2022
  • Accept Date: 07 November 2022
  • First Publish Date: 09 December 2022