Perfectionism, Anxiety and English Language Achievement of Iranian EFL Learners: The Contribution of Performance Goal-Orientation
Subject Areas : Research in English Language Pedagogy
Pardis
Zafarani
1
(Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran)
Saeideh
Ahangari
2
(Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran)
Nasrin
Hadidi Tamjid
3
(Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran)
Keywords: Goal-Orientation, anxiety, English achievement, perfectionism,
Abstract :
Foreign language learning is often associated with affective factors among which the constructs of anxiety and perfectionism have been recognized as important predictors of language performance. The purpose of this research was to explore the significant influence of Iranian EFL learners’ socially prescribed and self-oriented perfectionism in the prediction of Foreign Language Anxiety, via the contribution of a mediated variable of achievement goals. Additionally, the associations among these constructs as a predictor of English language achievement were examined. The participants were 400 EFL learners within the age range of 15-30 who enrolled in private language learning institutes in Iran. The participants’ proficiency fell within the range of upper-intermediate to advanced levels. For estimating perfectionism, the Multi-dimensional Perfectionism Scale (MPS) of Hewitt and Flett (2004) and for anxiety factor, Foreign Language Classroom Anxiety Scale (FLCAS) developed by Horwitz et al. (2008) was utilized. Finally, Goal-orientation was measured by using Elliot and Murayama (2008) questionnaire. The language achievement was obtained from their final exam scores. Correlation analysis and structural equation modeling (SEM) were used to investigate the data collected. The research findings revealed there exists a relationship among the participants’ perfectionism, FLCA, and English language achievement via the mediating role of performance goal-orientation. The findings have significant theoretical and practical implications for teachers, school psychologists, teacher educators, curriculum designers, and researchers. They contribute to planning learning activities and utilizing various techniques for different types of learners and learning settings to meet the program goals and objectives.
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