Structural Modeling of EFL Academic Emotions, Motivation for Learning, Reading Performance and Writing Proficiency: Exploring the Mediating Role of Self-efficacy
Subject Areas : Journal of Studies in Learning and Teaching English
Mina Exir
1
,
Mehrdad Rezaee
2
1 -
2 - Department of English Language, Central Tehran Branch, Islamic Azad University, Tehran, Iran
Keywords: Structural Equation Modeling, EFL Learners’ Self-efficacy, Academic Emotions, Motivation for Learning, Speaking performance, Iranian EFL learners,
Abstract :
This study employed structural equation modelling (SEM) to investigate the interplay among self-efficacy, academic emotions, motivation for learning, and speaking performance among 384 English as a Foreign Language (EFL) learners selected through convenience sampling. With a growing emphasis on the multifaceted nature of language learning, understanding the dynamics between these variables is crucial for designing effective language education interventions. The primary objective was to discern the direct and indirect relationships between self-efficacy, academic emotions, motivation for learning, and speaking performance among EFL learners. To achieve this, quantitative data were collected through surveys administered to a sample of EFL learners, and SEM was employed for data analysis. The results revealed several significant findings. Firstly, self-efficacy positively influenced both motivation for learning and academic emotions. Secondly, motivation for learning was found to be a key predictor of speaking performance, mediating the relationship between self-efficacy and speaking performance. Thirdly, academic emotions significantly shaped EFL learners' motivation for learning and speaking performance. These findings underscore the importance of addressing learners' self-efficacy beliefs, fostering positive academic emotions, and enhancing motivation for learning to improve speaking performance in EFL contexts. The study highlighted the need for educators to implement comprehensive approaches that consider learners' psychological factors alongside linguistic development. In conclusion, this research contributes to the existing literature by elucidating the intricate relationships between self-efficacy, academic emotions, motivation for learning, and speaking performance among EFL learners.
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Dewaele, J. -M. (2015). On emotions in foreign language learning and use. The Language Teacher, 39, 13-15.
Dornyei, Z., & Ryan, S. (2015). The psychology of the language learner revisited. Routledge.
Esmaeilpour-Bandboni, M., Vaismoradi, M., Salsali, M., Snelgrove, S., & Sheldon, L. K. (2017). Iranian Physicians’ Perspectives Regarding Nurse–Physician Professional Communication: Implications for Nurses. Research and Theory for Nursing Practice, 31(3), 202-218.
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Galla, B. M., Wood, J. J., Tsukayama, E., Har, K., Chiu, A. W., & Langer, D. A. (2014). A longitudinal multilevel model analysis of the within-person and between-person effect of effortful engagement and academic self-efficacy on academic performance. Journal of School Psychology, 52(3), 295-308.
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Grigg, S., Perera, H. N., McIlveen, P., & Svetleff, Z. (2018). Relations among math self-efficacy, interest, intentions, and achievement: A social cognitive perspective. Contemporary Educational Psychology, 53, 73-86.
Gross, J. J. (1998). Antecedent- and response-focused emotion regulation: Divergent consequences for experience, expression, and physiology. Journal of Personality and Social Psychology, 74(1), 224–237.
Gross, J. J. (2015). Emotion regulation: Current status and future prospects. Psychological Inquiry, 26(1), 1–26.
Haji Vosoogh, N. S., Tavakolizadeh, J., & Pakdaman, M. (2022). Evaluating the Structural Equation Model for Explaining Students’ Academic Motivation Based on Emotion Regulation with the Mediating Role of Academic Self-efficacy. Journal of Research and Health, 12(3), 203-214.
Hargreaves, A. (1998). The emotional practice of teaching. Teaching and Teacher Education, 14(8), 835–854.
Harley, J. M., Pekrun, R., Taxer, J. L., & Gross, J. J. (2019). Emotion regulation in achievement situations: An integrated model. Educational Psychologist, 54(2), 106-126.
Heydarnejad, T., Ibrahim, K. A., Abdelrasheed, M. S. G., & Rezvani, E. (2022). The effect of academic emotion regulation on EFL learners' core of self-assessment and academic buoyancy: A structural equation modelling. Language Testing in Asia, 12(57), 1–20.
Ho, M. C. (2016). Exploring writing anxiety and self-efficacy among EFL graduate students in Taiwan. Higher Education Studies, 6(1), 24–39.
Jalaluddin, I., Yunus, M. M., Yamat, H., & Jusoff, H. K. (2010). A case study on teacher's assistance in writing classroom: A look at the effects on rural learners' writing self-efficacy. International Journal of Learning, 17(9).
Kazemkhah Hasankiadeh, F., & Azari Noughabi, M. (2023). Investigating the interplay among EFL teachers’ L2 grit, self-efficacy, and self-regulation: A structural equation modeling analysis. The Asia-Pacific Education Researcher, 32(5), 707-717.
Khalil, N. R., Mohammed, S. J., Naser, N. A., & Vadivel, B. (2021). Flipped classroom model and understanding student's mindset in English language classroom. International Journal of Mechanical Engineering, 6(3), 2821–2826.
Khajavy, G. H., & Aghaee, E. (2024). The contribution of grit, emotions and personal bests to foreign language learning. Journal of Multilingual and Multicultural Development, 45(6), 2300-2314.
Kim, D. H., Wang, C., Ahn, H. S., & Bong, M. (2015). English language learners' self-efficacy profiles and relationship with self-regulated learning strategies. Learning and Individual Differences, 38, 136-142.
Komarraju, M., & Nadler, D. (2013). Self-efficacy and academic achievement: Why do implicit beliefs, goals, and effort regulation matter? Learning and Individual Differences, 25, 67-72.
Lee, J. (2022). Structural relationships between cognitive achievement and learning-related factors among South Korean adolescents. Journal of Intelligence, 10(4), 81–92.
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