The Relationship between Dimensions of Student Engagement and Language Learning Motivation Among Iranian EFL Learners

Since second or foreign language learning is a?.m long term endeavor and learners may lose their initial interest and enthusiasm, they need to be kept motivated. Student engagement has been recommended as one approach to sustaining such at risk learners at high levels of motivation. Accordingly, the purpose of this study was to investigate the relationship between the dimensions of student engagement and language learning motivation among Iranian EFL learners. To this end, ۱۱۷ intermediate EFL learners at the Iran Language Institute (ILI), Gorgan adult male branch, Iran, having been selected as the participants of the study through convenience sampling, were given two questionnaires: Student Engagement Questionnaire (Hart, Stewart, & Jimerson, ۲۰۱۱; Reeve, ۲۰۱۳) and Language Learning Motivation Scale (Noels, Pelletier, Clément, & Vallerand, ۲۰۰۰). The quantitative data gathered through these questionnaires were analyzed by the software package of SPSS, version ۲۴. The results of the correlation tests showed that there were significant relationships between language learning motivation and each dimension of student engagement, with the cognitive engagement having the highest correlation. Further, the results of multiple regression analyses indicated that cognitive engagement was the sole predictor of language learning motivation.

کلیدواژه ها:

Agentic engagement ، Behavioral engagement ، Cognitive engagement ، Emotional engagement ، language learners ، motivation