جستجوی مقالات مرتبط با کلیدواژه « achievement motivation » در نشریات گروه « ادبیات و زبان ها »

Anxiety in foreign language class is one of the variables which has main effect in language learning. Therefore researchers in language teaching are always interested in this factor. This study investigates the relation between achievement motivation، emotional intelligence and foreign language classroom anxiety، in French students of Ferdowsi University of Mashhad and relation of age and gender with these variables. For this purpose، Baron Emotional intelligence questionnaire، Hermans achievement motivation test، foreign language classroom anxiety test and Spielberger''s State-Trait Anxiety scale were presented to 87 French students. To analyze research data، T test and Pearson correlation test were used. The results indicate that there is a negative significant correlation between foreign language classroom anxiety and achievement motivation (p= -0/001) in parallel with foreign language classroom anxiety and emotional intelligence (p= -0/007). As a result، it can be claimed that higher emotional intelligence and achievement motivation follow language classroom anxiety decrease.

This study uses an experimental pretest-posttest design with a control group to investigate the effect of a teaching methodology based on computer softwares on English language learners’ achievement motivation. Sixty male students of 3rd grade high school in the educational year of 2010-2011 were selected to participate in the study. The participants were then randomly assigned to two experimental and control groups. The participants in the two groups were administered a pretest on their achievement motivation at the beginning of the educational year. This was followed by eight weeks of instruction based on the ELA language teaching software for the experimental group and the traditional practice of teaching by a teacher and books for the control group. After the course of instruction, the posttest of achievement motivation was administered to both groups. The main research material was the test of achievement motivation and the data were analyzed using confirmatory factor analysis and multiple analyses of variance (MANOVA). The results showed that a teaching methodology based on learning softwares significantly affected mastery type of achievement motivation; however it had no significant effect on the performance type of achievement motivation. Finally, it was found that this type of methodology had a significant effect on learners’ attitude towards the English language.