A Structural Model of Learners’ Epistemic Beliefs, Self-Efficacy, Motivational Self-System, and Language Learning Strategies: Does Gender Make a Difference?

Barjesteh, Hamed; Shirzad, Shaghayegh

Manuscript ID : 693915 Visit : 110 Page: 51 - 73

20.1001.1.22518541.2022.11.2.3.6

Article Type: Original Research

A Structural Model of Learners’ Epistemic Beliefs, Self-Efficacy, Motivational Self-System, and Language Learning Strategies: Does Gender Make a Difference?

Subject Areas : Journal of Studies in Learning and Teaching English

Hamed Barjesteh ¹ , Shaghayegh Shirzad ²

1 - Department of English Language and Literature, Ayatollah Amoli Branch, Islamic Azad University, Amol, Iran
2 - Department of English Language and Literature, Ayatollah Amoli Branch, Islamic Azad University, Amol, Iran

Received: 2022-08-21 Accepted : 2022-10-01 Published : 2022-11-01

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Abstract :

References:

Iranian EFL Teachers’ Perceptions of Professional Development, Creativity and Reflectivity
Print Date : 2023-06-01
The Relationship between Iranian English Language Teachers’ Professional Identity and Teacher Cognition in their Professional Development: A Quantitative Study
Print Date : 2024-04-08
The Effect of Using Advance Organizers on Improving Collocational Knowledge of Iranian EFL Learners in MALL-Oriented Classrooms
Print Date : 2022-03-01
The Relationship among Autonomy, Self-confidence and Written Performance between Iranian Male and Female EFL Learners
Print Date : 2022-03-01
Iranian EFL Teachers’ Productive and Receptive Metalinguistic Knowledge as a Function of Their Academic Major
Print Date : 2023-10-01
The Role of Recasts on EFL Learning: Does the Working Memory Interfere?
Print Date : 2022-03-01

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A Structural Model of Learners’ Epistemic Beliefs, Self-Efficacy, Motivational Self-System, and Language Learning Strategies: Does Gender Make a Difference?