Impact of Motivational Goal Orientations on Behavioral, Cognitive, and Emotional Engagement in Iranian EFL Learners

Subject Areas :

Zahra Nazari ¹ (English Department, Shahreza Branch, Islamic Azad University, Shahreza, Iran)
Elaheh Sadeghi Barzani ² (English Department, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran)
Fatinaz Karimi ³ (English Department, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran)

Received: 2024-08-15 Accepted : 2024-08-26 Published : 2024-07-29

Keywords: Achievement Goal Theory (AGT), Behavioral Engagement, Cognitive Engagement, Emotional Engagement, Mastery Goal Orientation, Performance Goal Orientation,

Abstract :

This study investigates the impact of Iranian EFL learners' motivational goal orientations on their behavioral, cognitive, and emotional engagement in the classroom. Utilizing a mixed-methods design, the research involved 200 intermediate EFL learners from language schools in Iran, who completed the Oxford Quick Placement Test (OQPT), a Goal Orientation Survey, and a Student Engagement Questionnaire. The results show that mastery goal orientations, both approach and avoid, positively predict these engagement dimensions, while performance goal orientations do not significantly affect engagement. The findings highlight the importance of fostering mastery goals to enhance student engagement and improve language learning outcomes. The implications of this study suggest that educators should create a supportive learning environment that emphasizes mastery goals, thereby facilitating deeper engagement and better academic performance among EFL learners. This study investigates the impact of Iranian EFL learners' motivational goal orientations on their behavioral, cognitive, and emotional engagement in the classroom. Utilizing a mixed-methods design, the research involved 200 intermediate EFL learners from language schools in Iran, who completed the Oxford Quick Placement Test (OQPT), a Goal Orientation Survey, and a Student Engagement Questionnaire. The results show that mastery goal orientations, both approach and avoid, positively predict these engagement dimensions, while performance goal orientations do not significantly affect engagement. The findings highlight the importance of fostering mastery goals to enhance student engagement and improve language learning outcomes. The implications of this study suggest that educators should create a supportive learning environment that emphasizes mastery goals, thereby facilitating deeper engagement and better academic performance among EFL learners.

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