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:: Volume 20, Issue 2 (9-2017) ::
IJAL 2017, 20(2): 113-156 Back to browse issues page
Autonomy-Supportive Teaching, Willingness to Communicate in English, Motivation, and English Speaking Self-Efficacy among EFL Learners: A Structural Equation Modelling Study
Mohammad Nabi Karimi , Afsaneh Abaszadeh
Kharazmi University
Abstract:   (741 Views)
This study examines the potential connections among learners’ willingness to communicate (WTC) in English, their perceptions of autonomy-supportive teaching and two individual difference variables, i.e. motivation and English speaking self-efficacy. Two hundred and five Iranian EFL learners responded to four questionnaires. The data obtained from the collected instruments were subjected to structural equation modeling (SEM). The findings revealed significant positive paths from autonomy-supportive teaching to motivation, WTC in English, and English speaking self-efficacy. Further significant paths were found leading from motivation to WTC and from English speaking self-efficacy to motivation. The findings also indicated that autonomy-supportive teaching style and English speaking self-efficacy could indirectly affect learners’ WTC through the mediation of motivation. Furthermore, autonomy-supportive teaching was found to indirectly predict learners’ motivation through the mediating role of self-efficacy. The implications of the study for teachers and teacher educators are discussed.
Keywords: Autonomy-supportive teaching, Willingness to communicate, Motivation, English speaking self-efficacy
Full-Text [PDF 1035 kb]   (440 Downloads)    
Type of Study: Research | Subject: Special
Received: 2017/06/28 | Accepted: 2017/07/25 | Published: 2017/08/15
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Karimi M N, Abaszadeh A. Autonomy-Supportive Teaching, Willingness to Communicate in English, Motivation, and English Speaking Self-Efficacy among EFL Learners: A Structural Equation Modelling Study . IJAL. 2017; 20 (2) :113-156
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Iranian Journal of Applied Linguistics
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