Academic Language Achievement: A Structural Equation Model of the Impact of Teacher-Student Interactions and Self-Regulated Learning
A correlational survey research design was utilized to investigate self-regulated Learning (SRL) and teacher-student interaction factors that had been realized to have contributive roles in EFL learners' academic success. A sample of 218 EFL learners (male = 102 and female = 116) was drawn wit...
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| Format: | Article |
| Language: | English |
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Islamic Azad University, Tabriz Branch
2020-01-01
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| Series: | Journal of English Language Pedagogy and Practice |
| Subjects: | |
| Online Access: | http://jal.iaut.ac.ir/article_675391_f325fbcb660448054a28f92004175feb.pdf |
| _version_ | 1818411016881438720 |
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| author | Nafiseh Asadzadeh Maleki Masoud Zoghi Nader Asadi Aidinlou |
| author_facet | Nafiseh Asadzadeh Maleki Masoud Zoghi Nader Asadi Aidinlou |
| author_sort | Nafiseh Asadzadeh Maleki |
| collection | DOAJ |
| description | A correlational survey research design was utilized to investigate self-regulated Learning (SRL) and teacher-student interaction factors that had been realized to have contributive roles in EFL learners' academic success. A sample of 218 EFL learners (male = 102 and female = 116) was drawn with the aid of a prior sample size calculator for the structural equation models from 645 students. They were within the age range of 18-45 and were enrolled at Islamic Azad University, Tabriz Branch. The structural equation model (SEM) hypothesis testing procedure revealed that the teacher-student interaction directly and significantly influenced learners' academic accomplishments. Likewise, the obtained results indicate that the impact of the teacher-student interaction on EFL learners' academic achievement is mediated by the effects of SRL. Correspondingly, the obtained results indicate that the theorized model fits the data. The causal contribution of psychological factors, consisting of the teacher-student interaction and SRL, to EFL learners’ academic achievement was validated. The findings of this exploratory research have certain implications for classroom practice which are elaborated in detail in this paper. |
| first_indexed | 2024-12-14T10:24:43Z |
| format | Article |
| id | doaj.art-5da59227c59b48bcb04dc300b3ee5c58 |
| institution | Directory Open Access Journal |
| issn | 2645-3576 2645-3584 |
| language | English |
| last_indexed | 2024-12-14T10:24:43Z |
| publishDate | 2020-01-01 |
| publisher | Islamic Azad University, Tabriz Branch |
| record_format | Article |
| series | Journal of English Language Pedagogy and Practice |
| spelling | doaj.art-5da59227c59b48bcb04dc300b3ee5c582022-12-21T23:06:23ZengIslamic Azad University, Tabriz BranchJournal of English Language Pedagogy and Practice2645-35762645-35842020-01-01122510412610.30495/jal.2020.675391675391Academic Language Achievement: A Structural Equation Model of the Impact of Teacher-Student Interactions and Self-Regulated LearningNafiseh Asadzadeh Maleki0Masoud Zoghi1Nader Asadi Aidinlou2Department of English, Ahar Branch, Islamic Azad University, Ahar, IranDepartment of English, Ahar Branch, Islamic Azad University, Ahar, IranDepartment of English, Ahar Branch, Islamic Azad University, Ahar, IranA correlational survey research design was utilized to investigate self-regulated Learning (SRL) and teacher-student interaction factors that had been realized to have contributive roles in EFL learners' academic success. A sample of 218 EFL learners (male = 102 and female = 116) was drawn with the aid of a prior sample size calculator for the structural equation models from 645 students. They were within the age range of 18-45 and were enrolled at Islamic Azad University, Tabriz Branch. The structural equation model (SEM) hypothesis testing procedure revealed that the teacher-student interaction directly and significantly influenced learners' academic accomplishments. Likewise, the obtained results indicate that the impact of the teacher-student interaction on EFL learners' academic achievement is mediated by the effects of SRL. Correspondingly, the obtained results indicate that the theorized model fits the data. The causal contribution of psychological factors, consisting of the teacher-student interaction and SRL, to EFL learners’ academic achievement was validated. The findings of this exploratory research have certain implications for classroom practice which are elaborated in detail in this paper.http://jal.iaut.ac.ir/article_675391_f325fbcb660448054a28f92004175feb.pdfacademic achievementcorrelational research designself-regulated learningstructural equation modelteacher-student interaction |
| spellingShingle | Nafiseh Asadzadeh Maleki Masoud Zoghi Nader Asadi Aidinlou Academic Language Achievement: A Structural Equation Model of the Impact of Teacher-Student Interactions and Self-Regulated Learning Journal of English Language Pedagogy and Practice academic achievement correlational research design self-regulated learning structural equation model teacher-student interaction |
| title | Academic Language Achievement: A Structural Equation Model of the Impact of Teacher-Student Interactions and Self-Regulated Learning |
| title_full | Academic Language Achievement: A Structural Equation Model of the Impact of Teacher-Student Interactions and Self-Regulated Learning |
| title_fullStr | Academic Language Achievement: A Structural Equation Model of the Impact of Teacher-Student Interactions and Self-Regulated Learning |
| title_full_unstemmed | Academic Language Achievement: A Structural Equation Model of the Impact of Teacher-Student Interactions and Self-Regulated Learning |
| title_short | Academic Language Achievement: A Structural Equation Model of the Impact of Teacher-Student Interactions and Self-Regulated Learning |
| title_sort | academic language achievement a structural equation model of the impact of teacher student interactions and self regulated learning |
| topic | academic achievement correlational research design self-regulated learning structural equation model teacher-student interaction |
| url | http://jal.iaut.ac.ir/article_675391_f325fbcb660448054a28f92004175feb.pdf |
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