Volume 4, Issue 2 (6-2019)
IJREE 2019, 4(2): 73-88 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Ahmadi M, Izadpanah S. The Study of Relationship between Learning Autonomy, Language Anxiety, and Thinking Style: The Case of Iranian University Students. IJREE 2019; 4 (2)
URL: http://ijreeonline.com/article-1-141-en.html
URL: http://ijreeonline.com/article-1-141-en.html
Department of English Language Teaching, Zanjan Branch, Islamic Azad University, Zanjan, Iran
Abstract: (8129 Views)
One of the important abilities of learners is to monitor their own learning process and take charge of their development. To this end and based on the correlational nature of the study design, total of 125 students (for the Winter semester of 2017) educating at Zanjan Universities (89 B.A. students of Islamic Azad University and 60 B.A. students of Payam-e-Noor University) were chosen as the statistical population. Using Cochran formula and stratified random sampling method (each university was considered as one separate strata), the sample size was determined as 108 (65 students educating at Islamic Azad University and 43 students educating at Payam-e-Noor University). To gather the information, Horwitz, Horwitz and Cope’s, Foreign Language Classroom Anxiety Scale, Sternberg’s Thinking Styles Inventory, and Learner Autonomy Questionnaire (LAQ) developed by Zhang and Li were used. The results of K-S test showed that non-parametric test was liable to be used in order to study the research hypotheses. Using Spearman correlation coefficient, a relationship was found between autonomy and language anxiety among Iranian university students. The other research question was an attempt to determine if there was a relationship between learner autonomy and thinking style which was confirmed through the use of Spearman correlation coefficient. Ultimately, the association between language anxiety and thinking style was addressed through the use of Spearman test which confirmed this relationship. Findings of the current study suggest pedagogical implications for second or foreign language teaching and learning as well as textbook writers and curriculum designers.
References
1. Alipour Katigari, S., Heidari, H., Firouzi, S., & Mohamadi Ariya, A. (2017). High school students test anxiety: The role of thinking and learning styles. Interdisciplinary Journal of Education, 1(2), 28-34. iase-idje.ir/article-1-41-en.pdf
2. Armstrong, S. J. (2000). The influence of individual cognitive style on performance in management education. Educational Psychology, 20(3), 323-331. [DOI:10.1080/014434100750018020]
3. Balçıkanlı, C. (2010). Learner autonomy in language learning: Student teachers' beliefs. Australian Journal of Teacher Education, 35(1), 90-103. doi: 10.14221/ajte.2010v35n1.8 [DOI:10.14221/ajte.2010v35n1.8]
4. Benson, P. (2013). Teaching and researching autonomy in language learning. Essex: Pearson Education Ltd.
5. Benson, P., & Voller, P. (2014). Autonomy and independence in language learning. New York: Routledge. [DOI:10.4324/9781315842172]
6. Biggs, J. (1992). Why and how do Hong Kong students learn? Using the learning and study process questionnaires. Hong Kong: Hong Kong University.
7. Campbell, C. M. (2012). Language anxiety in men and women: Dealing with gender differences in the language classroom. In D. J. Young (Ed.), Affect in foreign language and second language learning: A practical guide to creating a low-anxiety classroom atmosphere (pp. 191-215).
8. Cano-Garcia, F., & Hughes, E. H. (2000). Learning and thinking styles: An analysis of their interrelationship and influence on academic achievement. Educational Psychology, 20(4), 413-430. [DOI:10.1080/713663755]
9. Chan, V. (2001). Readiness for learner autonomy: what do our learners tell us? Teaching in Higher Education, 6(4), 505-518. doi: 10.1080/13562510120078045 [DOI:10.1080/13562510120078045]
10. Conger, M. M., & Mezza, I. (1996). Fostering critical thinking in nursing students in the clinical setting. Nurse Educator, 21(3), 11-15. https://www.ncbi.nlm.nih.gov/pubmed/8788820 [DOI:10.1097/00006223-199605000-00005]
11. Cotterall, S. (2017). The pedagogy of learner autonomy: Lessons from the classroom. Studies in self-Access Learning Journal, 8(2), 102-115. https://sisaljournal.org/archives/jun2017/cotterall/
12. Dafei, D. (2007). An exploration of the relationship between learner autonomy & English proficiency. Asian ELT Journal, 24, 1-24. asian-efl-journal.com/pta_Nov_07_dd.pdf
13. Dam, L. (2008). In-service teacher education for learner autonomy. IATEFL Learner Autonomy SIG, 20-28.
14. Dang, T. T. (2012). Learner autonomy: A synthesis of theory and practice. The Internet journal of
15. Language, Culture and Society, 35, 52-67.
16. Emami Pour, S., & Seif, A. A (2003). A developmental study of thinking styles thinking styles and their relationship with creativity and achievement among students and college students. Journal of Educational Innovations, 23.
17. Emamipour, S., & Esfandabad, H. (2013). Developmental study of thinking styles in Iranian students university. Social and Behavioral Sciences, 84, 1736-1739. [DOI:10.1016/j.sbspro.2013.07.023]
18. Ennis, R. H. (1987). A taxonomy of critical thinking dispositions and abilities. In J. B. Baron & R. J. Steinberg (Eds.), Teaching thinking skills: Theory and practice (pp. 9-26) New York: Freeman.
19. Fatemi, M., & Heidarie, A. (2016). Relationship between thinking styles and academic achievement of the students. International Journal of Humanities and Cultural Studies, 2(4), 1353-1361. https://www.ijhcs.com/index.php/ijhcs/article/viewFile/706/635
20. Fleenor, J. W., & Taylor, S. (2008). Construct validity of three self-report measures of creativity. Educational and Psychological Measurement, 54(2), 464-470.
https://doi.org/10.1177/0013164494054002021 [DOI:10.1177/0013164494054002021.]
21. Ghorbandordinejad, F., & Nourizade, F. (2015). Examination of the relationship between critical thinking disposition and English learning achievement as mediated by emotional intelligence. The International Journal of Humanities, 22(4), 95-110. doi 10.1007/s10936-015-9371-5
22. Horwitz, E. K. (2001). Language anxiety and achievement. Annual Review of Applied Linguistics, 21, 112-126. doi: [DOI:10.1017/S0267190501000071]
23. Horwitz, E. K., Horwitz, M. B., & Cope. J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70, 125-132. [DOI:10.1111/j.1540-4781.1986.tb05256.x]
24. Kabiri, M., Nosratinia M., & Mansouri, M. (2018). The relationship between EFL learners' autonomy, anxiety, and their motivated strategies for learning. Journal of Applied Linguistics and Language Research, 5(1), 253-268. www.jallr.com/index.php/JALLR/article/view/781
25. Karimi, P., Lotfi, A. R., & Biria, R. (2019). Enhancing pilot's aviation English learning, attitude and motivation through the application of content and language integrated learning. International Journal of Instruction, 12(1), 101-110. doi: 10.29333/iji.2019.12148a [DOI:10.29333/iji.2019.12148a]
26. Killen, R. (2013). Effective teaching strategies: Lessons from research and practice (6th ed.). Melbourne: Cengage Learning.
27. King, A. M., & Chleboun, S. M. (2019). Speech-language pathology students' motivation for learning. Teaching and Learning in Communication Sciences & Disorders, 3(1), 8-16. [DOI:10.30707/TLCSD3.1King]
28. Koçak, A. (2003). A study on learners' readiness for autonomous learning of English as a foreign language. (M.A. Thesis). Middle East Technical University.
29. Little, D. (1991). Learner autonomy 1: Definitions, issues and problems. Dublin: Authentik.
30. Liu, H. J. (2012). Understanding EFL undergraduate anxiety in relation to motivation, autonomy, and language proficiency. Electronic Journal of Foreign Language Teaching, 9(1), 123-139. e-flt.nus.edu.sg/v9n12012/liu.pdf
31. Liu, H. (2015). Learner autonomy: The role of motivation in foreign language learning. Journal of Language Teaching and Research, 6(6), 1165-1174.
https://doi.org/10.1111/j.1467-1770.1989.tb00423.x [DOI:10.1111/j.1467-1770.1989.tb00423.x.]
32. MacIntyre, P. D., & Gardner, R. C. (1989). Anxiety and second-language learning: Toward a theoretical clarification. Language Learning, 39(2), 251-275. [DOI:10.1111/j.1467-1770.1989.tb00423.x]
33. Sadaghian, S., & Marandi, S. (2016). A shift into autonomous education. Journal of English Language Teaching and Learning, 8(17), 75-92. https://elt.tabrizu.ac.ir/article_4961.html
34. Milgram, R. M., & Milgram, N. A. (2011). Creative thinking and creative performance in Israeli students. Journal of Educational Psychology, 68(3), 255-259. http://dx.doi.org/10.1037/0022-0663.68.3.255 [DOI:10.1037/0022-0663.68.3.255]
35. Masalimova, A. R., Mikhaylovsky, M. N., Grinenko, A. V., Smirnova, M. E., Andryushchenko, L. B., Kochkina, M. A., & Kochetkov, I. G. (2019). The interrelation between cognitive styles and copying strategies among student youth. EURASIA Journal of Mathematics, Science and Technology Education, 15(4), 80-91. doi: [DOI:10.29333/ejmste/103565]
36. Negari, G., & Solaymani, M. (2013). The relationship among autonomy, thinking styles and language learning strategy use in Iranian EFL learners. International Journal of Linguistics, 5(1), 332-347. doi:10.5296/ijl.v5i1.3320. [DOI:10.5296/ijl.v5i1.3320]
37. Nga, N. (2014). Learner autonomy language learning: Teachers' beliefs. PHD Thesis. Faculty of Education Queensland University of Technology.
38. Nguyen, M., & Walkinshaw, I. (2018). Autonomy in teaching practice: Insights from Vietnamese English language teachers trained in Inner-Circle countries. Teaching and Teacher Education, 69, 21-32. doi: 10.20286/nova-jhss-050202 [DOI:10.20286/nova-jhss-050202]
39. Okazaki, M. (2011). An investigation into the relationship between learner autonomy support and student motivation in the Japanese university setting. (PhD Dissertation). The University of Birmingham.
40. Oxford, R. (2003). Language learning styles and strategies: An overview. Proceedings of GALA (Generative Approaches to Language Acquisition) Conference, 1-25. http://web.ntpu.edu.tw/∼language/workshop/read2.pdf.
41. Piaw, C. Y. (2014). Effects of gender and thinking style on student's creative thinking ability. Procedia-Social and Behavioral Sciences, 116, 5135-5139. doi: 10.20286/nova-jhss-050202 [DOI:10.20286/nova-jhss-050202]
42. Razavi, A., & Shiri, M. A. (2005). A comparative study of the relationship between thinking styles and academic achievement of high school boys and girls. Quarterly Journal of Educational Innovations, 4(12), 86-108.
43. Richards, J. C., & Schmidt, R. (2002). Longman dictionary of language teaching and applied linguistics.
44. Edinburgh Gate: Pearson Education Limited.
45. Rodríguez-Rey, R., Palacios, A., Alonso-Tapia, J., Pérez, E., Álvarez, E., Coca, A., & Gómez, F. (2019). Burnout and posttraumatic stress in paediatric critical care personnel: Prediction from resilience and coping styles. Australian Critical Care, 32(1), 46-53. [DOI:10.1016/j.aucc.2018.02.003]
46. Salimian, R., & Tabatabaei, O. (2015). Relationship between L2 learners' autonomy and their cognitive style: Reflectivity in focus. International Journal of Foreign Language Teaching & Research, 3(9), 17-26.
47. Saljoughi, S., Nemati, A. (2015). The relationship between teacher autonomy and learner autonomy among EFL students in Bandar Abbas. International Journal of Language Learning and Applied Linguistics World, 9(2), 178-185.
48. Sanadgol, F., & Abdolmanafi-Rokni, S. J. (2015). Anxiety, motivation and autonomy in Iranian high school students: A quantitative study. Advances in Language and Literary Studies, 6(1), 143-149. doi:10.7575/aiac.alls.v.6n.1p.143 [DOI:10.7575/aiac.alls.v.6n.1p.143]
49. Savaskan, I. (2017). Does foreign language classroom anxiety mitigate learner autonomy development? Psychology Research, 7(8), 436-444. doi:10.17265/2159-5542/2017.08.003 [DOI:10.17265/2159-5542/2017.08.003]
50. Shinge, M. (2005). Interplay among anxiety, motivation, and autonomy in second language learners of French: a quantitative and qualitative study. (Unpublished doctoral dissertation). University of Florida.
51. Sousa, M. J., & Rocha, Á. (2019). Leadership styles and skills developed through game-based learning. Journal of Business Research, 94, 360-366. [DOI:10.1016/j.jbusres.2018.01.057]
52. Sternberg, R. J. (1988). Mental self-government: A theory of intellectual styles and their development. Human Development, 31,197-224. [DOI:10.1159/000275810]
53. Sternberg, R. J. (1994). Thinking styles: Theory and assessment at the interface between intelligence and personality. In R. J. Sternberg & P. Ruzgis (Eds.), Personality and intelligence (pp. 169-187). New York: Cambridge University Press.
54. Sternberg, R. J. (1997). Thinking styles. New York: Cambridge University Press. [DOI:10.1017/CBO9780511584152]
55. Suprianto, A., Ahmadi, F., & Suminar, T. (2019). The development of mathematics mobile learning media to improve students' autonomous and learning outcomes. Journal of Primary Education, 8(1), 84-91. https://journal.unnes.ac.id/sju/index.php/jpe/article/view/19641
56. Vangrieken, K., Grosemans, I., Dochy. F., & Kyndt, E. (2017). Teacher autonomy and collaboration: A paradox? Conceptualising and measuring teachers' autonomy and collaborative attitude. Teaching and Teacher Education, 67, 302-312. [DOI:10.1016/j.tate.2017.06.021]
57. Verma, S. (2001). A study of thinking styles of tertiary students. Psycho-Lingua, 31(1), 15-19.
58. Young, D. J. (1999). Affect in foreign language and second language learning: A practical guide to creating a low-anxiety classroom atmosphere. Boston: McGraw- Hill.
59. Zhang, L. F. (2009). Anxiety and thinking styles. Personality and individual differences. System, 7(4), 347-351. [DOI:10.1016/j.paid.2009.04.001]
60. Zhang, L. F. (2010). Do thinking styles contribute to metacognition beyond self-rated abili- [DOI:10.1080/01443411003659986]
61. ties? Educational Psychology, 30(4), 481-494. [DOI:10.1080/01443411003659986]
62. Zhang, L. X., & Li, X. X. (2004). A comparative study on learner autonomy between Chinese students and west European students. Foreign Language World, 4, 15-23.
63. Zhang, L. F., & Sternberg, R. J. (1998). Thinking styles, abilities, and academic achievement among Hong Kong university students. Educational Research Journal, 13(1), 41-62. hkier.fed.cuhk.edu.hk/journal/?page_id=6379
64. Zhang, L. F., & Sternberg, R. J. (2000). Are learning approaches and thinking styles related? A study in two Chinese populations. The Journal of Psychology, 134(5), 469-489. https://www.ncbi.nlm.nih.gov/pubmed/11034129 [DOI:10.1080/00223980009598230]
65. Zhang, L. F., & Sternberg, R. J. (2006). The nature of intellectual styles. London: Lawrence Erlbaum Associates.
66. Zhou, M. (2016). The roles of social anxiety, autonomy, and learning orientation in second language learning: A structural equation modeling analysis. System, 63, 89-100. [DOI:10.1016/j.system.2016.09.001]
67. Zhou, M., Ma W. J., & Deci, E. L. (2009). The importance of autonomy for rural Chinese children's motivation for learning. Learning and Individual Differences, 19(4), 492-498. [DOI:10.1016/j.lindif.2009.05.003]
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
