Department of English Language and Literature, Yazd University, Yazd, Iran
Abstract: (28 Views)
Objective: This study investigated the direct effects of student motivation on language learning behavior, attitude toward language learning, and students' conceptions of learning, as well as the moderating role of foreign language anxiety in these relationships within Iranian EFL classrooms.
Methods: A quantitative research design employing a correlational approach was utilized. The participants were 66 undergraduate students enrolled in EFL courses at a private institution in Zanjan, Iran, selected through convenience sampling. Structural equation modeling using SmartPLS 3 was employed.
Results: The results revealed that motivation had a significant positive effect on both conceptions of learning and behavioral effort, but a negative effect on attitude toward language learning. Foreign language anxiety demonstrated a complex moderating role: it significantly strengthened the relationship between motivation and attitude and between motivation and effort, while showing no significant moderating effect on the motivation-conceptions relationship. These findings demonstrate the complex nature of affective factors in language learning and emphasize that anxiety can function both as a motivating factor and as a barrier to learning.
Conclusion: The study provides pedagogical implications for creating supportive learning environments that manage anxiety while fostering intrinsic motivation.
Methods: A quantitative research design employing a correlational approach was utilized. The participants were 66 undergraduate students enrolled in EFL courses at a private institution in Zanjan, Iran, selected through convenience sampling. Structural equation modeling using SmartPLS 3 was employed.
Results: The results revealed that motivation had a significant positive effect on both conceptions of learning and behavioral effort, but a negative effect on attitude toward language learning. Foreign language anxiety demonstrated a complex moderating role: it significantly strengthened the relationship between motivation and attitude and between motivation and effort, while showing no significant moderating effect on the motivation-conceptions relationship. These findings demonstrate the complex nature of affective factors in language learning and emphasize that anxiety can function both as a motivating factor and as a barrier to learning.
Conclusion: The study provides pedagogical implications for creating supportive learning environments that manage anxiety while fostering intrinsic motivation.
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This work is licensed under a Creative Commons — Attribution-NonCommercial 4.0 International (CC BY-NC 4.0). |
This work is licensed under a Creative Creative Commons — Attribution-NonCommercial 4.0 International (CC BY-NC 4.0)