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. پرونده مقاله

Communication with others is said to be the ultimate goal of language learning. Language learners, however, may sometimes feel so anxious that they are not willing to communicate. The present study thus aimed at probing the relationship between Foreign Language Anxiety (FLA) and Willingness to Communicate (WTC) in the EFL classroom. Besides, FLA and WTC of high level vs. low level language learners were compared. The participants, 30 high- and 30 low-intermediate EFL learners from the Iran language institute (ILI) in Gorgan, Iran, were given two questionnaires: Willingness to Communicate Questionnaire (MacIntyre, Baker, Clément, & Conrod, 2001), and Foreign Language Classroom Anxiety Scale (FLCAS) ( Horwitz, Horwitz, & Cope,1986) The results showed no significant relationship between FLA and WTC in the classroom. They also indicated that high level and low level language learners did not differ significantly in terms of FLA and WTC. Finally, it was concluded that two important factors affecting such results could be the age and the number of the participants. پرونده مقاله