The predictive effects of learner autonomy and academic engagement on willingness to communicate, foreign language learning self-esteem, and L2 grit in an EFL context
Psychological factors, such as the fear of misunderstandings, making grammatical mistakes, and academic demotivation contribute to students' anxiety when speaking English in language classes. Some students may struggle to contribute actively to tasks and activities in English because they do no...
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Elsevier
2024-10-01
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| Series: | Acta Psychologica |
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| Online Access: | http://www.sciencedirect.com/science/article/pii/S0001691824004062 |
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| author | Ehsan Namaziandost Fidel Çakmak Tahereh Heydarnejad Afsheen Rezai |
| author_facet | Ehsan Namaziandost Fidel Çakmak Tahereh Heydarnejad Afsheen Rezai |
| author_sort | Ehsan Namaziandost |
| collection | DOAJ |
| description | Psychological factors, such as the fear of misunderstandings, making grammatical mistakes, and academic demotivation contribute to students' anxiety when speaking English in language classes. Some students may struggle to contribute actively to tasks and activities in English because they do not perceive themselves to be autonomous agents, feel engaged with the specific task, or are more generally academically demotivated. It is a critical goal of all English language teachers to assist these students in developing academic self-confidence and autonomy and in honing their spoken English. Drawing upon a quantitative method, the current study delved into a university setting to investigate the impact of autonomy and academic engagement on willingness to communicate, foreign language learning self-esteem, and L2 grit in English as a Foreign Language (EFL). Three hundred eighty-seven EFL students completed a survey. The results of Structural Equation Modeling (SEM), along with the Confirmatory Factor Analysis (CFA) as part of the measurement model validation, demonstrated that enhancing the EFL students' autonomy and academic engagement could significantly foster their willingness to communicate in English, as well as their self-esteem, and L2 grit. Overall, the results highlighted how the two pillars of self-determination theory, autonomy and academic engagement, contribute to positive psychology outcomes in the EFL domain. Relevant pedagogical consequences of this investigation are discussed based on the findings of the study. |
| format | Article |
| id | doaj-art-017482ed59d44d5f95ea036d0cee56d6 |
| institution | Kabale University |
| issn | 0001-6918 |
| language | English |
| publishDate | 2024-10-01 |
| publisher | Elsevier |
| record_format | Article |
| series | Acta Psychologica |
| spelling | doaj-art-017482ed59d44d5f95ea036d0cee56d62024-11-10T04:07:31ZengElsevierActa Psychologica0001-69182024-10-01250104528The predictive effects of learner autonomy and academic engagement on willingness to communicate, foreign language learning self-esteem, and L2 grit in an EFL contextEhsan Namaziandost0Fidel Çakmak1Tahereh Heydarnejad2Afsheen Rezai3Department of General Courses, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran; Islamic Azad University of Ahvaz, Ahvaz, Iran; Corresponding author at: Department of General Courses, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran.Department of Foreign Language Education, Alanya Alaaddin Keykubat University, Antalya, TurkeyDepartment of English Language, Faculty of Literature and Humanities, University of Gonabad, Gonabad, IranDepartment of Teaching English, Faculty of Literature and Humanities, Ayatollah Ozma Burojerdi University, Burojerd City, 68571-14597, Lorestn Province, IranPsychological factors, such as the fear of misunderstandings, making grammatical mistakes, and academic demotivation contribute to students' anxiety when speaking English in language classes. Some students may struggle to contribute actively to tasks and activities in English because they do not perceive themselves to be autonomous agents, feel engaged with the specific task, or are more generally academically demotivated. It is a critical goal of all English language teachers to assist these students in developing academic self-confidence and autonomy and in honing their spoken English. Drawing upon a quantitative method, the current study delved into a university setting to investigate the impact of autonomy and academic engagement on willingness to communicate, foreign language learning self-esteem, and L2 grit in English as a Foreign Language (EFL). Three hundred eighty-seven EFL students completed a survey. The results of Structural Equation Modeling (SEM), along with the Confirmatory Factor Analysis (CFA) as part of the measurement model validation, demonstrated that enhancing the EFL students' autonomy and academic engagement could significantly foster their willingness to communicate in English, as well as their self-esteem, and L2 grit. Overall, the results highlighted how the two pillars of self-determination theory, autonomy and academic engagement, contribute to positive psychology outcomes in the EFL domain. Relevant pedagogical consequences of this investigation are discussed based on the findings of the study.http://www.sciencedirect.com/science/article/pii/S0001691824004062AutonomyAcademic engagementWillingness to communicateSelf-esteemL2 gritEFL learners |
| spellingShingle | Ehsan Namaziandost Fidel Çakmak Tahereh Heydarnejad Afsheen Rezai The predictive effects of learner autonomy and academic engagement on willingness to communicate, foreign language learning self-esteem, and L2 grit in an EFL context Acta Psychologica Autonomy Academic engagement Willingness to communicate Self-esteem L2 grit EFL learners |
| title | The predictive effects of learner autonomy and academic engagement on willingness to communicate, foreign language learning self-esteem, and L2 grit in an EFL context |
| title_full | The predictive effects of learner autonomy and academic engagement on willingness to communicate, foreign language learning self-esteem, and L2 grit in an EFL context |
| title_fullStr | The predictive effects of learner autonomy and academic engagement on willingness to communicate, foreign language learning self-esteem, and L2 grit in an EFL context |
| title_full_unstemmed | The predictive effects of learner autonomy and academic engagement on willingness to communicate, foreign language learning self-esteem, and L2 grit in an EFL context |
| title_short | The predictive effects of learner autonomy and academic engagement on willingness to communicate, foreign language learning self-esteem, and L2 grit in an EFL context |
| title_sort | predictive effects of learner autonomy and academic engagement on willingness to communicate foreign language learning self esteem and l2 grit in an efl context |
| topic | Autonomy Academic engagement Willingness to communicate Self-esteem L2 grit EFL learners |
| url | http://www.sciencedirect.com/science/article/pii/S0001691824004062 |
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