The Effect of Explicitly Teaching Motivational Regulation Strategies on the Iranian Online Language Learners’ Willingness to Communicate (WTC)
محل انتشار: دوفصلنامه آموزش از دور، دوره: 4، شماره: 1
سال انتشار: 1401
نوع سند: مقاله ژورنالی
زبان: انگلیسی
مشاهده: 143
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شناسه ملی سند علمی:
JR_IDEJ-4-1_010
تاریخ نمایه سازی: 28 فروردین 1402
چکیده مقاله:
The current study aimed to examine whether or not the explicit teaching of motivational regulation strategies significantly affected Iranian EFL learners' willingness to communicate (WTC) in general English online classes. Moreover, it endeavors to investigate if there was a significant difference between male and female Iranian learners' WTC in general English online classes regarding the explicit teaching of motivational regulation strategies. To this aim, a pretest-posttest design was used and ۱۳۰ participants were randomly chosen out of ۴۰۶ pre-intermediate level students. After the administration of the homogeneity test, ۹۲ learners were randomly assigned to two experimental and control groups. There were ۴۶ learners in the experimental and ۴۶ learners in the control group with equal number of male and female participants in each. The findings revealed that the explicit teaching of motivational regulation strategies significantly affected Iranian EFL learners' WTC in general English online classes. It was also observed that female Iranian learners’ WTC was significantly higher than that of male learners' in general English online classes regarding the explicit teaching of motivational regulation strategies. The findings of this study could be of great importance for language learners, teacher trainers, and teachers.
کلیدواژه ها:
نویسندگان
Amir Reza Tabrizi
The Faculty of Letter and Humanities, Department of English Language and Literature at Payame Noor University of Iran
Manoochehr Jafarigohar
Payame Noor University
Saeed Chamani
The Faculty of Letters and Humanities, Department of English Language and Literature at Payame Noor University of Iran