The Relationship between Dimensions of Student Engagement and Language Learning Motivation Among Iranian EFL Learners

الموضوعات :

Yahya Ghelichli ¹ , Seyyed Hassan Seyyedrezaei ² , Ghasem Barani ³ , Omid Mazandarani ⁴

1 - Department of English Language Teaching, Aliabad Katoul Branch, Islamic Azad University, Aliabad Katoul, Iran
2 - Department of English Language Teaching, Aliabad Katoul Branch, Islamic Azad University, Aliabad Katoul, Iran
3 - Department of English Language Teaching, Aliabad Katoul Branch, Islamic Azad University, Aliabad Katoul, Iran
4 - Department of English Language Teaching, Aliabad Katoul Branch, Islamic Azad University, Aliabad Katoul, Iran

تاريخ الإرسال : 15 الجمعة , رمضان, 1441 تاريخ التأكيد : 21 الثلاثاء , ذو الحجة, 1441 تاريخ الإصدار : 09 الإثنين , شوال, 1441

الکلمات المفتاحية: motivation, Cognitive engagement, language learners, Behavioral engagement, Emotional engagement, Agentic engagement,

ملخص المقالة :

Since second or foreign language learning is a?.m long term endeavor and learners may lose their initial interest and enthusiasm, they need to be kept motivated. Student engagement has been recommended as one approach to sustaining such at risk learners at high levels of motivation. Accordingly, the purpose of this study was to investigate the relationship between the dimensions of student engagement and language learning motivation among Iranian EFL learners. To this end, 117 intermediate EFL learners at the Iran Language Institute (ILI), Gorgan adult male branch, Iran, having been selected as the participants of the study through convenience sampling, were given two questionnaires: Student Engagement Questionnaire (Hart, Stewart, & Jimerson, 2011; Reeve, 2013) and Language Learning Motivation Scale (Noels, Pelletier, Clément, & Vallerand, 2000). The quantitative data gathered through these questionnaires were analyzed by the software package of SPSS, version 24. The results of the correlation tests showed that there were significant relationships between language learning motivation and each dimension of student engagement, with the cognitive engagement having the highest correlation. Further, the results of multiple regression analyses indicated that cognitive engagement was the sole predictor of language learning motivation.