Structural Equation Model of Teachers' Mindsets, Self-Efficacy, and Emotional Experiences and Iranian EFL Learners' Willingness to Communicate and L2 Motivational Self System
This study aimed at investigating the interrelationships between EFL teachers' mindsets, self-efficacy, and emotional experiences and Iranian EFL learners' willingness to communicate (WTC) and L2 motivational self system (L2MSS). The participants of this study were 100 Iranian teachers and...
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| Format: | Article |
| Language: | English |
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University of Tabriz
2021-11-01
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| Series: | Journal of English Language Teaching and Learning |
| Subjects: | |
| Online Access: | https://elt.tabrizu.ac.ir/article_14002_759a49a11333bdab44e8a9016070c5de.pdf |
| _version_ | 1827314023384743936 |
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| author | Zahra Amirian Mitra shayanfar mohsen rezazadeh |
| author_facet | Zahra Amirian Mitra shayanfar mohsen rezazadeh |
| author_sort | Zahra Amirian |
| collection | DOAJ |
| description | This study aimed at investigating the interrelationships between EFL teachers' mindsets, self-efficacy, and emotional experiences and Iranian EFL learners' willingness to communicate (WTC) and L2 motivational self system (L2MSS). The participants of this study were 100 Iranian teachers and 501 students of the same EFL teachers, both male and female randomly selected from high schools. To fulfill the purpose of the study, teachers were asked to complete four questionnaires to measure their implicit theories of intelligence, efficacy, and emotional experiences including their burnout symptoms. Learners were required to complete two questionnaires to measure their willingness to communicate and L2 motivational self system. The results of Structural Equation Modeling (SEM) revealed a significant structural relationship among all variables. Results also indicated that motivation was the strongest direct predictor of willingness to communicate. WTC was also indirectly correlated with teachers' implicit theories, efficacy, and emotional experiences through the mediating effect of L2MSS. |
| first_indexed | 2024-04-24T22:27:47Z |
| format | Article |
| id | doaj.art-fef97bfaceb54c55a0c61be5f50fcf5d |
| institution | Directory Open Access Journal |
| issn | 2251-7995 2676-6876 |
| language | English |
| last_indexed | 2024-04-24T22:27:47Z |
| publishDate | 2021-11-01 |
| publisher | University of Tabriz |
| record_format | Article |
| series | Journal of English Language Teaching and Learning |
| spelling | doaj.art-fef97bfaceb54c55a0c61be5f50fcf5d2024-03-19T22:27:48ZengUniversity of TabrizJournal of English Language Teaching and Learning2251-79952676-68762021-11-01132811710.22034/elt.2021.48218.244814002Structural Equation Model of Teachers' Mindsets, Self-Efficacy, and Emotional Experiences and Iranian EFL Learners' Willingness to Communicate and L2 Motivational Self SystemZahra Amirian0Mitra shayanfar1mohsen rezazadeh2Department of English language and literature, Faculty of Foreign Languages, University of IsfahanDepartment of English Language and Literature, Faculty of Foreign Languages, University of Isfahan, Isfahan, IranDepartment of English Language and Literature, Faculty of Foreign Languages, University of Isfahan, Isfahan, IranThis study aimed at investigating the interrelationships between EFL teachers' mindsets, self-efficacy, and emotional experiences and Iranian EFL learners' willingness to communicate (WTC) and L2 motivational self system (L2MSS). The participants of this study were 100 Iranian teachers and 501 students of the same EFL teachers, both male and female randomly selected from high schools. To fulfill the purpose of the study, teachers were asked to complete four questionnaires to measure their implicit theories of intelligence, efficacy, and emotional experiences including their burnout symptoms. Learners were required to complete two questionnaires to measure their willingness to communicate and L2 motivational self system. The results of Structural Equation Modeling (SEM) revealed a significant structural relationship among all variables. Results also indicated that motivation was the strongest direct predictor of willingness to communicate. WTC was also indirectly correlated with teachers' implicit theories, efficacy, and emotional experiences through the mediating effect of L2MSS.https://elt.tabrizu.ac.ir/article_14002_759a49a11333bdab44e8a9016070c5de.pdfefl teachers'؛ implicit theories of intelligenceself-efficacyemotional experiencesefl learners'؛ willingness to communicatel2 motivational self system |
| spellingShingle | Zahra Amirian Mitra shayanfar mohsen rezazadeh Structural Equation Model of Teachers' Mindsets, Self-Efficacy, and Emotional Experiences and Iranian EFL Learners' Willingness to Communicate and L2 Motivational Self System Journal of English Language Teaching and Learning efl teachers'؛ implicit theories of intelligence self-efficacy emotional experiences efl learners'؛ willingness to communicate l2 motivational self system |
| title | Structural Equation Model of Teachers' Mindsets, Self-Efficacy, and Emotional Experiences and Iranian EFL Learners' Willingness to Communicate and L2 Motivational Self System |
| title_full | Structural Equation Model of Teachers' Mindsets, Self-Efficacy, and Emotional Experiences and Iranian EFL Learners' Willingness to Communicate and L2 Motivational Self System |
| title_fullStr | Structural Equation Model of Teachers' Mindsets, Self-Efficacy, and Emotional Experiences and Iranian EFL Learners' Willingness to Communicate and L2 Motivational Self System |
| title_full_unstemmed | Structural Equation Model of Teachers' Mindsets, Self-Efficacy, and Emotional Experiences and Iranian EFL Learners' Willingness to Communicate and L2 Motivational Self System |
| title_short | Structural Equation Model of Teachers' Mindsets, Self-Efficacy, and Emotional Experiences and Iranian EFL Learners' Willingness to Communicate and L2 Motivational Self System |
| title_sort | structural equation model of teachers mindsets self efficacy and emotional experiences and iranian efl learners willingness to communicate and l2 motivational self system |
| topic | efl teachers'؛ implicit theories of intelligence self-efficacy emotional experiences efl learners'؛ willingness to communicate l2 motivational self system |
| url | https://elt.tabrizu.ac.ir/article_14002_759a49a11333bdab44e8a9016070c5de.pdf |
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