The Role of Psychological Factors in Foreign Language Transferability in Iranian EFL Student: A Gender Based Study

In general, learning a second foreign language is a major challenge for students and teachers. The teaching methods and personality and behavior of a teacher in class greatly affect student learning. Also, the psychological characteristics of learners can be effective in the learning process. The purpose of present study is to highlight the role of three variables of attitude, motivation and classroom anxiety towards English language learning at male and female in Iran. For this objective, we utilized a de novel teaching method for ۶۰ participants (۴۰ females, ۲۰ males) in two classes. After collecting the questionnaires in two stages (pre and post-test), the amount of psychological factors was separated based on gender. The comes about of this research illustrated that as the attitude value of female was high at the beginning of the test, it also increased the most when faced with the treatment. In contrast, males had less stress in the classroom and new teaching methods had a greater effect on controlling anxiety compared to females. Regardless of the teaching method, the motivation of female to learn a foreign language was much higher than male. Although the effect of the applied treatment on motivation was positive, it was more so in female. Overall, the new teaching method improved attitude and motivation and reduced anxiety. Our findings showed that female have a positive attitude and more motivation to learn a second language, but male have less anxiety during education.

کلیدواژه ها:

“ Attitude” ، “Anxiety” ، “Motivation” ، “Psychological traits” ، “Treansferability”.