On the effect of Language Proficiency on Learners’ Autonomy and Motivation
DOI:
https://doi.org/10.17722/jell.v3i2.57Keywords:
Motivation, Learner Autonomy, Language ProficiencyAbstract
The present study aimed at investigating the effect of Iranian EFL learners’ proficiency level on their motivation and autonomy. To this end, 141 English major participants, both male and female, at Imam Khomeini International University and Kar non-profit university in Qazvin, Iran were asked to fill in two questionnaires on motivation and learner autonomy. Attitude/Motivation Test Battery (AMTB) and an autonomy questionnaire developed by Zhang and Li (2004) were used to assess these variables. Also, the participants’ proficiency level was checked using their scores on the Michigan Test of English Language Proficiency (MTELP). The collected data were analyzed using the Kruskal-Wallis procedure, and the findings revealed that the students’ language proficiency did not influence their motivation and autonomy. In other words, language proficiency was not an influential factor in students’ motivation and autonomy. The results of the present study may be helpful for teachers, learners and syllabus designers. A clear understanding of the nature of the relationship between language proficiency and traits like motivation and autonomy can help those involved in language teaching and learning to make more informed decisions about the steps to take to improve the above-mentioned traits.
References
Ajideh, P. (2009). Autonomous learning and strategies essentials in ESP class. English language teaching, 2(1), 162-168.
Akram, M., & Ghani, M. (2013). Gender and Language Learning Motivation. Academic Research International, 4(2), 536-540.
Balcikanli, C. (2008). Fostering learner autonomy in efl classrooms. Kastamonu Education Journal, 16(1), 277-284.
Benson, P. (2001). Autonomy in language learning. Harlow: Longman.
Brown, H. D. (2007). Principles of language learning and teaching. (5th ed). Pearson Education.
Bruce, N. (1995). Practicing what we preach: creating the conditions for student autonomy. Hong Kong papers in linguistics and language teaching, 18, 73-88.
Chang, L. Y. H. (2007). The influences of group processes on learners’ autonomous beliefs and behaviors. System, 35(3), 322-337.
Cheng H. F., Dornyei Z. 2007. The Use of Motivational Strategies in Language Instruction: The Case of EFL Teaching in Taiwan. Innovation in Language Learning and Teaching, 1, 153-174.
Cook, V. (2000). Second language learning and language teaching. Beijing: Foreign Language Teaching and Research Press and Edward Arnold (Publishers) Ltd.
Cotterall, S. (1995). Readiness for autonomy: Investigating learner beliefs. System, 23(2), 195-205.
Dafei, D. (2007). An exploration of the relationship between learner autonomy and English proficiency. Asian EFL Journal, 9(1), 1-23.
Dickenson, L. (1995). Autonomy and motivation, A literature review. System, 22(2), 165-174.
Dörnyei, Z., & Csizér, K. (1998). Ten commandments for motivating language learners: Results of an empirical study. Language Teaching Research, 2, 203-229.
Duan, L. (2005). How to foster learner autonomy in English teaching and learning. Sino-US English Teaching, 2(7), 45-47.
Eccles, J.S., and Wigfield, A. (2002). Motivational beliefs, values and goals. Annual Review of Psychology, 53, 109-132.
Gömleksiz, M. N. (2001). The effects of age and motivation factors on second language acquisition. Firat University Journal of Social Science, 11(2), 217-224.
Igoudin, A. L. (2008). Adult ESL Student Motivation for Participation in Advanced Language Learning. The CATESOL Journal, 20(1), 27-48.
Jones, L. (2007). The student-centered classroom. Cambridge University Press
Khodadady, E., & Khajavy, G. H. (2013). Exploring the role of anxiety and motivation in foreign language achievement: A structural equation modeling approach. Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, 20, 269-286.
Kimura, Y., Nakata, Y., & Okumura, T. (2001). Language learning motivation of EFL learners in Japan-A cross-sectional analysis of various learning milieus. Jalt Journal, 23(1), 47-68.
Lamb, T., & Reinders, H. (2005). Learner independence in language teaching: A concept of change. In: Cunningham, D. & Hatoss, A. An international perspective on language policies, practices and proficiencies. Belgrave: FIPLV.
Levesque, C., Zuehlke, A. N., Stanek, L. R., & Ryan, R. M. (2004). Autonomy and Competence in German and American University Students: A Comparative Study Based on Self-Determination Theory. Journal of Educational Psychology, 96(1), 68-84.
Lightbrown, P. M., & Spada, N. (2006). How Languages are Learned (3rd ed.). Oxford: Oxford University Press.
Little, D. (2007). Language learner autonomy: Some fundamental considerations revisited. International Journal of Innovation in Language Learning and Teaching, 1(1), 14-29.
Littlewood, W. (1996). “Autonomy”: An anatomy and a framework. System, 24(4), 427-435.
Luna, M., & Sánchez, D. (2005). Profiles of autonomy in the field of foreign languages. Profile, 6, 133-140.
Nikoopour, J., Salimian, S., Salimian, S., & Farsani, M. A. (2012). Motivation and the Choice of Language Learning Strategies. Journal of Language Teaching and Research, 3(6), 1277-1283.
Oxford, R., & Shearin, J. (1994). Language Learning Motivation: Expanding the Theoretical Framework. The Modern Language Journal, 78, 12-28.
Öztürk, E. Ö. (2002). Contemporary motivation theories in educational psychology and language learning: An overview. The International Journal of Social Sciences, 3(1), 33-46.
Perez-Barriga, M. (2013). Motivation, styles and strategies. European Scientific Journal, 9(19), 915-924.
Reece, I & Walker, S. (1997). Teaching, Training and Learning. A Practical Guide. (3rd Ed.). Great Britain: Business Education Publishers Limited.
Rivers, W. P. (2001). Autonomy at All Costs: An Ethnography of Self‐Assessment and Self‐Management among Experienced Language Learners. The modern language journal, 85(2), 279-290.
Ryan, R.M, Deci E. 2000. Self Determination Theory and the Facilitation of Intrinsic Motivation, Social Development, and Well Being. American Psychologist, 55, 68-78.
Scharle, A., Szabo, A. (2000). Learner Autonomy, a guide to developing learner responsibility. Cambridge University Press
Shih, C.C., & Gamon, J. A. (2001). Web-Based Learning: Relationships among Student Motivation, Attitude, Learning Styles, and Achievement. Journal of Agricultural Education, 42(4), 12-20.
Spratt, M., Humphreys, G., & Chan, V. (2002). Autonomy and motivation: which comes first? Language Teaching Research, 6(3), 245–266.
Sung, K. Y., & Tsai, H. M. (2014). Motivation and learner variables: Group differences in college foreign language learners' motivations. International Journal of Research Studies in Language Learning, 3(2), 43-54.
Thanasoulas, D. (2000). Autonomy and learning: An epistemological approach. Applied Semiotics Journal, 4(10), 115-132.
Thanh, L. N., & Huan, N. B. (2012). Task-Based Language Learning and Student Motivation in Vocabulary Acquisition. Language Education in Asia, 3(1), 106-120.
Wang, B. (2009). Motivation and Language Learning. Asian Social Science, 5(1), 98-100.
White, C. (1995). Autonomy and strategy use in distance foreign language learning: research findings. System, 23(2), 207-221.
Xu, X. (2011). The relationship between language learning motivation and the choice of language learning strategies among Chinese graduates. International Journal of English Linguistics, 1(2), 203-212.
Yu, P. (2006). On the Factors Influencing Learner Autonomy in Chinese EFL Contexts. Sino-US English Teaching, 3(5), 5-9.
Zarei, A. A., & Elekaei, A. (2012). Learner autonomy and language learning strategies. An Empirical Analysis. Germany: Lambert Academic Publishing.
Zhang, W., Su, D., & Liu, M. (2013). Personality Traits, Motivation and Foreign Language Attainment. Journal of Language Teaching and Research, 4(1), 58-66..
Zubairi, A. M., & Sarudin, I. (2009). Motivation to learn a foreign language in Malaysia. GEMA Online Journal of Language Studies, 9(2), 73-87.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2015 Journal of English Language and Literature
This work is licensed under a Creative Commons Attribution 4.0 International License.
