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1- Ferdowsi University of Mashhad, Mashhad, Iran
2- Professor, Ferdowsi University of Mashhad ,pishghadam@um.ac.ir
3- Bahar Institute of Higher Education
4- Faculty of Education, Lakehead University, Orillia, Ontario, Canada
2- Professor, Ferdowsi University of Mashhad ,
3- Bahar Institute of Higher Education
4- Faculty of Education, Lakehead University, Orillia, Ontario, Canada
Abstract: (1706 Views)
As a trigger to communication, motivation still includes undiscovered aspects which require further investigation. Hence, considering the newly proposed dual continuum model of motivation, this study investigated the relationships among willingness to communicate (WTC), active/passive motivation, and foreign language achievement (FLA) among 216 high school English as a foreign language (EFL) learners. The modified version of the active/passive motivation scale (APMS) was revalidated using confirmatory factor analysis (CFA). Structural equation modeling (SEM) revealed significant relationships among active/passive motivation, L2WTC, and FLA. Additionally, six models were proposed for the prediction of learners’ L2WTC and FLA. The findings indicated that socio-cultural and sensory-perceptual active motivation as well as cognitive and sensory-perceptual passive motivation significantly predict learners’ L2WTC, while only cognitive active motivation predicts FLA. Furthermore, passive motivation predicts FLA in all sub-constructs. Finally, active motivation is a negative predictor of FLA if mediated by L2WTC. Overall, the study highlights the importance of passive as well as active motivation in promoting WTC and improving FLA among EFL learners.
Keywords: active motivation, passive motivation, willingness to communicate, foreign language achievement
Article Type: مقالات علمی پژوهشی |
Subject:
English language
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