The Association between Secondary School Students’ Ideal L2 Self, Ought-to L2 Self, L2 Learning Experience, and L2 Intended Effort with Their Language Learning Styles
الموضوعات : Curriculum Research
Babak Elsan
1
(Farhangian Teacher Education University, Tehran, Iran)
الکلمات المفتاحية: learning styles, Motivational Self System, Project Orientation, Group Activity Orientation,
ملخص المقالة :
Purpose: Students’ motivated behaviour, motivational factors and learning styles have been salient variables drawing many educational researchers’ attention at least during last half a century. However, the relationships between them have not received sufficient amount of empirical research. Therefore, this study aimed at investigating the association of secondary school students’ ideal L2 self, ought-to L2 self, L2 learning experience, and L2 intended effort (i.e. L2 motivated behaviour) with their language learning styles.Methodolgy: Data were collected through closed-ended questionnaire items with 6-point Likert and rating scales regarding motivational factors and learning styles followed by some demographic items from 340 secondary school students sampled from Tehran, Iran.Results: Through Spearman rho correlation by SPSS version 26, statistically significant associations were found between pupils’ motivational factors and project orientation, group activity orientation, and individual activity orientation.Conclusion: The current findings suggest that educational decision-makers as well as EFL teachers should accordingly include special educational materials, projects, and tasks compatible with learners’ various learning styles and motivational factors.
