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Rashvand Semiyari, ‌Shokouh, Golbakhshi, Nasrin. (1400). The Role of Iranian EFL Learners’ Motivation and Beliefs in Their Reading Comprehension Scores. جلوه هنر, 5(2), 227-237. doi: 10.22051/lghor.2020.29260.1221
‌Shokouh Rashvand Semiyari; Nasrin Golbakhshi. "The Role of Iranian EFL Learners’ Motivation and Beliefs in Their Reading Comprehension Scores". جلوه هنر, 5, 2, 1400, 227-237. doi: 10.22051/lghor.2020.29260.1221
Rashvand Semiyari, ‌Shokouh, Golbakhshi, Nasrin. (1400). 'The Role of Iranian EFL Learners’ Motivation and Beliefs in Their Reading Comprehension Scores', جلوه هنر, 5(2), pp. 227-237. doi: 10.22051/lghor.2020.29260.1221
Rashvand Semiyari, ‌Shokouh, Golbakhshi, Nasrin. The Role of Iranian EFL Learners’ Motivation and Beliefs in Their Reading Comprehension Scores. جلوه هنر, 1400; 5(2): 227-237. doi: 10.22051/lghor.2020.29260.1221

The Role of Iranian EFL Learners’ Motivation and Beliefs in Their Reading Comprehension Scores

Journal of Language Horizons
مقاله 11، دوره 5، شماره 2 - شماره پیاپی 10، مهر 2021، صفحه 227-237    اصل مقاله (416.7 K)
نوع مقاله: Research article
شناسه دیجیتال (DOI): 10.22051/lghor.2020.29260.1221
نویسندگان
‌Shokouh Rashvand Semiyari* 1؛ Nasrin Golbakhshi2
1Assistant Professor, TEFL Department, East Tehran Branch, Islamic Azad University, Tehran, Iran
2MA student, TEFL Department, West Tehran Branch, Islamic Azad University, Tehran, Iran
چکیده
Learners owe their success to various factors that may lead to individual differences. Among those contributing factors, motivation and learners’ belief as two distinct features have been investigated in this research. To this end, 120 intermediate EFL learners in the 15-30 age range, studying in different English language institutes in Tehran participated in this study. They were asked to complete the Motivation Questionnaire (Dörnyei & Taguchi, 2009) as well as the Beliefs about Language Learning Inventory (Horwitz, 1988). The results of the regression analyses revealed that there was a significant relationship between learners' motivation, learners’ belief, and their reading comprehension scores. The results also indicated that 42% of variability in the Iranian EFL learners' reading comprehension scores was predicted by their motivation, and 27% of variability in their scores was predicted by their beliefs toward EFL learning. In fact, both motivation and learners’ beliefs were significant predictors of the participants’ reading comprehension scores. These findings showed that motivation and learners’ beliefs can be used to predict students’ reading comprehension scores to some degree. The implications and suggestions for further studies were also highlighted.
کلیدواژه‌ها
motivation؛ learners’ beliefs؛ reading comprehension scores؛ EFL learners؛ BALLI
عنوان مقاله [English]
نقش انگیزش و باورهای زبان‌آموزان زبان انگلیسی ایرانی در نمره‌های درک مطلب آن‌ها
نویسندگان [English]
شکوه رشوند سمیاری1؛ نسرین گل بخشی2
1استادیار گروه آموزش زبان انگلیسی، واحد تهران شرق،‌ دانشگاه آزاد اسلامی، تهران، ایران
2دانشجوی کارشناسی ارشد؛ گروه آموزش زبان انگلیسی، واحد تهران غرب،‌ دانشگاه آزاد اسلامی، تهران، ایران
چکیده [English]
زبان‌آموزان موفقیتشان را وام‌دار عوامل گوناگونی هستند که ممکن است به تفاوت‌های فردی منجر شود. در میان این عوامل مؤثر، انگیزش و باور زبان‌آموزان به عنوان دو ویژگی متمایز در این پژوهش مورد بررسی قرار گرفته‌است. به این منظور،۱۲۰ زبان‌آموز انگلیسی سطح متوسط با ردة سنی 15 تا30 سال که در مؤسسه‌های مختلف زبان انگلیسی در تهران آموزش می‌دیدند، در این پژوهش شرکت کردند. از آن‌ها درخواست شد تا پرسش‌نامة انگیزش (دورنیه و تگوچی، ۲۰۰۹) و فهرستِ باورها دربارة زبان‌آموزی (هورویتز، ۱۹۸۸) را تکمیل کنند. نتایج تحلیل رگراسیون نشان داد که رابطة معناداری بین انگیزش، باور زبان‌آموزان و نمره‌های درک مطلب آن‌ها وجود دارد. یافته‌ها همچنین نشان داد که ۴۲ درصد خطا در  نمره‌های درک مطلب آن‌ها، با استفاده از انگیزش آن‌ها پیش‌بینی شد و ۲۷ درصد تنوع در نمره‌های آن‌ها با باورهای آن‌ها به یادگیری زبان انگلیسی قابل پیش‌بینی بود. در حقیقت، انگیزش و باورهای زبان‌آموزان دو پیش‌بینی‌کنندة مهمِ نمره‌های درک مطلب شرکت‌کننده‌ها بودند. این یافته‌ها نشان داد که انگیزش و باورهای زبان‌آموزان می‌توانند تا اندازه‌ای برای پیش‌بینی نمره‌های درک مطلب زبان‌آموزان به کار گرفته شود. کاربرد‌های پژوهش و پیشنهادهایی برای تحقیقات آینده نیز مورد تأکید قرار گرفت.
کلیدواژه‌ها [English]
انگیزش, باورهای زبان‌آموزان, نمره‌های درک مطلب, زبان آموزان زبان دوم, پرسش‌نامة باورهای زبان‌آموزان به یادگیری زبان
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