Relationship Between VIA Character Strengths and Iranian EFL Learners' General L2 Proficiency
Subject Areas :
Matin Iraji
1
,
Omid Tabatabaei
2
*
,
Mehdi Vaez-Dalili
3
1 - English Department, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran
2 - English Department, Najafabad Branch, Islamic Azad University, Najafabad, Iran
3 - Department of English, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran
Keywords: Iranian EFL learners, L2 proficiency, positive psychology, VIA character strengths,
Abstract :
This study focused on the relationship between VIA (Values in Action) character strengths and the general second language (L2) proficiency of Iranian upper-intermediate EFLlearners. The researchers aimed to investigate the reletionship between six VIA virtues (courage, justice, humanity, temperance, wisdom, and transcendence) and learners' general L2 proficiency. The study involved 300 Iranian EFL learners enrolled in five language institutes in Isfahan, Iran. The participants' proficiency level was assessed using an Oxford Quick Placement Test (OQPT). Language proficiency was evaluated through the International English Language Testing System (IELTS) and a questionnaire was used to measure VIA characteristics. The data were analyzed using Pearson correlation. The findings showed a significant positive relationship between various subcategories of VIA characteristics and general L2 proficiency. These subcategories included wisdom, creativity, curiosity, judgment, love of learning, courage, perseverance, honesty, humanity, love, kindness, social intelligence, justice, fairness, leadership, temperance, forgiveness, humility, prudence, self-regulation, transcendence, appreciation, gratitude, hope, humor, spirituality, and L2 proficiency. These results have implications for educational practitioners, such as school counselors, instructors, educational policymakers, and researchers, as they highlight the importance of VIA character strengths in promoting language learning achievement.
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Derakhshan, A., Nazari, O., & Bagheridoust, E. (2021). Relationship between emotional intelligence and interlanguage pragmatic competence of Iranian EFL learners. Asian-Pacific Journal of Second and Foreign Language Education, 6(1), 1-14. https://doi.org/10.1186/s40862-021-00118-7
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Feng, Y., & Papi, M. (2020). L2 motivational self-system and Chinese EFL learners' foreign language learning motivation. Studies in Second Language Learning and Teaching, 10(1), 103-123.
Ghanizadeh, A. (2017). Critical thinking, reflective thinking, and language achievement in TEFL context. Porta Linguarum, 27, 99-112.
Ghanizadeh, A. (2017). The relationship between character strengths and academic achievement: A systematic review and meta-analysis. Journal of Research in Education, 37(4), 113-133.
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