The Impact of EFL Teachers’ Delay of Gratification on Students’ Personal Best (PB) Goals and Language Achievement

The present study, grounded in self-determination and goal-setting theories, investigated how English as a Foreign Language (EFL) teachers’ delay of gratification (DoG) influences students’ Personal Best (PB) goals and language achievement. Employing a mixed-methods design (QUAN→qual), the research involved EFL learners at a private institute in Mashhad. During the quantitative phase, quasi-experimental pre‑ and post‑tests compared control and experimental groups whose teachers applied DoG techniques. Quantitative data from the Persian PB scale and IELTS scores revealed that the experimental group reported significantly higher PB goals ($t = –۵.۴۳$, $p <.۰۱$) and language achievement ($t = –۶.۹۲$, $p <.۰۱$). Qualitative interviews with eight learners highlighted enhanced motivation, persistence, and engagement as outcomes of teacher DoG. Findings demonstrate that teachers’ ability to defer rewards cultivates a growth mindset environment that enhances student motivation and self‑regulation, leading to greater language proficiency. The study contributes to EFL pedagogy by emphasizing the role of teacher self‑control and patience in supporting long‑term student development.

کلیدواژه ها:

delay of gratification ، EFL teachers ، language achievement ، personal best goals ، motivation