Exploring the role of anxiety and motivation in foreign language achievement: a structural equation modeling approach.

Ebrahim Khodadady

105 citations0/0 files storedPorta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras

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EFL/ESL Teaching and Learning Education, Achievement, and Giftedness Motivation and Self-Concept in Sports

Abstract

The present study had two purposes.First, the relationship between language anxiety and motivation was examined among Iranian EFL learners.Secondly, a foreign language achievement model based on language learning anxiety and motivation was developed and tested by structural equation modeling.To achieve the purposes, foreign language classroom anxiety scale (FLCAS) and language learning orientations scale (LLOS) were administered to 264 participants.The results of the study showed that amotivation and less self-determined types of external motivation are positively related to language anxiety.Also, intrinsic motivation and identified regulation were negatively related to language anxiety.The application of the structural equation modeling showed that both anxiety and motivation significantly predict the English achievement of the language learners within an Iranian context.Pedagogical implications of the results are discussed.

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References

1985Intrinsic Motivation and Self-Determination in Human Behavior 2000Structural equation modeling with AMOS: basic concepts, applications, and programming 1988Intrinsic Motivation and Self-Determination in Human Behavior 1986Foreign Language Classroom Anxiety 1985Social psychology and second language learning : the role of attitudes and motivation 2005The Psychology of the Language Learner: Individual Differences in Second Language Acquisition 1994Motivation and Motivating in the Foreign Language Classroom 2001Language anxiety and achievement

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