Predicting Online Classroom Engagement by Causality Orientation, Goal Contents, and Organismic Integration Theories
الموضوعات : نشریه زبان و ترجمهElham Hajibabaei 1 , Mehrdad Sepehri 2 , Fariba Rahimi 3
1 - English Department, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran
2 - English Department, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran
3 - English Department, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran
الکلمات المفتاحية: Engagement, Motivation, Organismic Integration Theories, Self-Determination Theory ,
ملخص المقالة :
This research endeavor aimed to investigate the extent to which cognitive evaluation and organismic integration theories contribute to accounting for the motivational factors influencing Iranian EFL learners' engagement in online classrooms. To achieve this objective, a survey study was conducted wherein the participants completed four distinct questionnaires pertaining to their classroom engagement, academic motivation, goal contents, and learning self-regulation. The questionnaires utilized in the study were developed by Fredricks et al. (2005), Vallerand et al. (1992), and Black & Deci (2000); Williams & Deci (1996). The sample comprised 200 Iranian intermediate EFL learners, aged between 19 and 25, who were selected based on the convenience sampling technique from Isfahan and Chaharmahal and Bakhtiari Provinces. These participants were both male and female students pursuing their Bachelor's degrees in English at Islamic Azad University. To ensure the homogeneity of their language proficiency, an Oxford Quick Placement Test (OQPT) was administered. The data collection phase involved the distribution of the four questionnaires to the participants electronically via the Google Doc Web application. The collected data underwent a Structural Equation Modeling (SEM) statistical analysis, which revealed that the motivational variables examined in the study exerted a significant influence on online classroom engagement. Consequently, it can be inferred that English language educators who possess knowledge of the potential relationships between online classroom engagement and learners' motivation within the framework of Self-Determination Theory (SDT) can enhance their effectiveness as educational facilitators, supporters, and counselors.
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