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Mahmoodi, Mohammad Hadi, Karbakhsh, Rahime, Sheykholmoluki, Hamidreza. (1403). EFL Learners’ Goal Orientation, Willingness to Communicate, Listening Anxiety, and Listening Comprehension: A Path Analysis. جلوه هنر, 8(2), 71-98. doi: 10.22051/lghor.2023.43303.1796
Mohammad Hadi Mahmoodi; Rahime Karbakhsh; Hamidreza Sheykholmoluki. "EFL Learners’ Goal Orientation, Willingness to Communicate, Listening Anxiety, and Listening Comprehension: A Path Analysis". جلوه هنر, 8, 2, 1403, 71-98. doi: 10.22051/lghor.2023.43303.1796
Mahmoodi, Mohammad Hadi, Karbakhsh, Rahime, Sheykholmoluki, Hamidreza. (1403). 'EFL Learners’ Goal Orientation, Willingness to Communicate, Listening Anxiety, and Listening Comprehension: A Path Analysis', جلوه هنر, 8(2), pp. 71-98. doi: 10.22051/lghor.2023.43303.1796
Mahmoodi, Mohammad Hadi, Karbakhsh, Rahime, Sheykholmoluki, Hamidreza. EFL Learners’ Goal Orientation, Willingness to Communicate, Listening Anxiety, and Listening Comprehension: A Path Analysis. جلوه هنر, 1403; 8(2): 71-98. doi: 10.22051/lghor.2023.43303.1796

EFL Learners’ Goal Orientation, Willingness to Communicate, Listening Anxiety, and Listening Comprehension: A Path Analysis

Journal of Language Horizons
مقاله 3، دوره 8، شماره 2 - شماره پیاپی 20، آبان 2024، صفحه 71-98    اصل مقاله (428.6 K)
نوع مقاله: Research article
شناسه دیجیتال (DOI): 10.22051/lghor.2023.43303.1796
نویسندگان
Mohammad Hadi Mahmoodi* 1؛ Rahime Karbakhsh2؛ Hamidreza Sheykholmoluki3
1Department of English, Bu-Ali Sina University, Hamedan, Iran.
2Department of English, Bu-Ali Sina University, Hamedan, Iran .
3Department of English, Bu-Ali Sina University, Hamedan, Iran
چکیده
This study investigated the interrelationship among EFL learners' goal orientations, willingness to communicate (WTC), listening anxiety, and listening comprehension. Two-hundred participants, selected through convenience sampling procedure from private language institutes, completed the following questionnaires: Goal Orientation Questionnaire section of the Motivated Strategies for Learning Questionnaire (Pintrich et al., 1991), WTC Questionnaire (Cao & Philip, 2006), and Foreign Language Listening Anxiety Scale (Kim, 2000). The listening section of the IELTS exam was also utilized for measuring the participants’ listening comprehension ability. First, a hypothesized model was tested through the AMOS program. The results revealed that all the variables in the study were positively correlated with L2 listening comprehension except for L2 listening anxiety and performance goal orientation, which were negatively correlated with L2 listening comprehension. Moreover, it was found that mastery goal orientation was the strongest predictor of the dependent variable. Then, the revised model for the interrelationship among the variables was presented. The results showed that both psychological and cognitive variables could have crucial roles in EFL learners’ success in learning listening comprehension ability. The implications of the study are discussed in the text.
کلیدواژه‌ها
goal orientation؛ listening anxiety؛ listening comprehension؛ WTC
عنوان مقاله [English]
رابطه میان جهت گیری هدف، تمایل به برقراری ارتباط، اضطراب شنیداری و درک مطلب شنیداری زبان آموزان ایرانی: مطالعه ای مبتنی بر تحلیل مسیر
نویسندگان [English]
محمد هادی محمودی1؛ رحیمه کاربخش2؛ حمیدرضا شیخ الملوکی3
1گروه زبان انگلیسی، دانشگاه بوعلی سینا، همدان، ایران.
2گروه زبان انگلیسی، دانشگاه بوعلی سینا، همدان، ایران،
3گروه زبان انگلیسی، دانشگاه بوعلی سینا، همدان، ایران
چکیده [English]
این پژوهش رابطه متقابل میان جهت گیری هدف، تمایل به برقراری ارتباط، اضطراب در هنگام شنیدن زبان خارجی و درک مطلب شنیداری را در فراگیران زبان انگلیسی بررسی می کند. برای این منظور، 200 نفر از فراگیران زبان موسسات خصوصی که بر اساس روش نمونه گیری در دسترس انتخاب شدند، پرسشنامه‌های جهت گیری هدف (پینتریچ و همکاران، 1991) ، تمایل به برقراری ارتباط (کائو و فیلیپ، 2006) و اضطراب شنیداری (کیم، 2000) را تکمیل کردند. بعلاوه، محققان برای اندازه گیری میزان درک مطلب شنیداری یادگیرندگان از آزمون آیلتس استفاده کردند. پس از جمع آوری داده‌ها، مدل فرضیه از طریق نرم افزار ایموس مورد آزمایش قرار گرفت. نتایج نشان داد که همه متغیرهای مطالعه به طور مثبت و معنی داری با درک مطلب شنیداری فراگیران زبان انگلیسی همبستگی دارند به جز اضطراب در هنگام شنیدن زبان خارجی و جهت گیری هدف عملکردی که با درک مطلب شنیداری رابطه منفی دارند. همچنین، مشخص شد که جهت گیری هدف قوی ترین پیش بینی کننده‌ متغیر وابسته است. در ادامه، یک مدل پیشنهادی برای روابط متقابل بین متغیرها ارائه شد. بر اساس یافته‌های این مطالعه، می توان نتیجه گرفت که هم متغیرهای روانشناختی مانند اضطراب در هنگام شنیدن زبان خارجی و هم متغیرهای شناختی مانند جهت گیری هدف در موفقیت زبان آموزان بسیار مهم هستند. کاربردهای نتایج این مطالعه به تفصیل در متن مورد بحث قرار گرفته‌اند.
کلیدواژه‌ها [English]
جهت گیری هدف, تمایل به برقراری ارتباط, اضطراب شنیداری, درک مطلب شنیداری
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