A Path Analysis of Autonomy Supportive Teaching, EFL Learners’ Willingness to Communicate, Self-regulation, Academic Engagement, and Perceived Locus of Control
The current study investigated whether autonomy-supportive teaching (AST) could predict EFL learners’ willingness to communicate (WTC), self-regulation (SR), academic engagement (AE), and perceived locus of control (LOC). To this end, 120 intermediate EFL learners were selected based on convenience...
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Imam Khomeini International University, Qazvin,
2022-10-01
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| Series: | Journal of Modern Research in English Language Studies |
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| Online Access: | https://jmrels.journals.ikiu.ac.ir/article_2677_72aa853215ae0b266a4739bff9f6251d.pdf |
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| author | saeedeh Javidkar hoda Divsar Masoud Saeedi Ali Hadavizadeh |
| author_facet | saeedeh Javidkar hoda Divsar Masoud Saeedi Ali Hadavizadeh |
| author_sort | saeedeh Javidkar |
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| description | The current study investigated whether autonomy-supportive teaching (AST) could predict EFL learners’ willingness to communicate (WTC), self-regulation (SR), academic engagement (AE), and perceived locus of control (LOC). To this end, 120 intermediate EFL learners were selected based on convenience sampling. To ensure the participants’ familiarity with autonomy supporting strategies, they received instruction based on Reeve’s (2009) model in 18 sessions. Oxford Quick Placement Test, Learning Climate Questionnaire, Willingness to Communicate Questionnaire, Academic Self-regulated Learning Scale, Academic Engagement Questionnaire, and Index of Internal Locus of Control were utilized to gather the data. Partial least squares structural equation modeling (PLS-SEM) was evaluated on path coefficient estimates, t-value, the effect sizes (f2), and the coefficient of determination (R2). The overall model fit SRMR < 0.080 < HI95 supported the postulated model. The f2 values for the weight of the magnitude effect size predicted a significant effect size in the structural model. The results of R2 revealed significant positive paths from AST to SR, AE, WTC, and LOC implying that the observants merged in coalition with each other in a contingent context to predict the viability of autonomy-supportive teaching. Further significant paths were identified from SR to WTC and AE, and from AE and the LOC to WTC. The findings also indicated that AE and SR indirectly influence learners’ WTC via LOC. The study offers theoretical and pedagogical implications to EFL teachers and students. |
| format | Article |
| id | doaj-art-ff70651bef2f4c10adeada55271ddca8 |
| institution | OA Journals |
| issn | 2676-5357 |
| language | English |
| publishDate | 2022-10-01 |
| publisher | Imam Khomeini International University, Qazvin, |
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| series | Journal of Modern Research in English Language Studies |
| spelling | doaj-art-ff70651bef2f4c10adeada55271ddca82025-08-20T02:22:50ZengImam Khomeini International University, Qazvin,Journal of Modern Research in English Language Studies2676-53572022-10-0194254910.30479/jmrels.2022.16948.20322677A Path Analysis of Autonomy Supportive Teaching, EFL Learners’ Willingness to Communicate, Self-regulation, Academic Engagement, and Perceived Locus of Controlsaeedeh Javidkar0hoda Divsar1Masoud Saeedi2Ali Hadavizadeh3Department of Linguistics and Foreign Languages, Payame Noor University (PNU), Tehran, IranDepartment of Linguistics and Foreign Languages, Payame Noor University (PNU), Tehran, IranDepartment of Linguistics and Foreign Languages, Payame Noor University (PNU), Tehran, IranDepartment of Linguistics and Foreign Languages, Payame Noor University (PNU), Tehran, IranThe current study investigated whether autonomy-supportive teaching (AST) could predict EFL learners’ willingness to communicate (WTC), self-regulation (SR), academic engagement (AE), and perceived locus of control (LOC). To this end, 120 intermediate EFL learners were selected based on convenience sampling. To ensure the participants’ familiarity with autonomy supporting strategies, they received instruction based on Reeve’s (2009) model in 18 sessions. Oxford Quick Placement Test, Learning Climate Questionnaire, Willingness to Communicate Questionnaire, Academic Self-regulated Learning Scale, Academic Engagement Questionnaire, and Index of Internal Locus of Control were utilized to gather the data. Partial least squares structural equation modeling (PLS-SEM) was evaluated on path coefficient estimates, t-value, the effect sizes (f2), and the coefficient of determination (R2). The overall model fit SRMR < 0.080 < HI95 supported the postulated model. The f2 values for the weight of the magnitude effect size predicted a significant effect size in the structural model. The results of R2 revealed significant positive paths from AST to SR, AE, WTC, and LOC implying that the observants merged in coalition with each other in a contingent context to predict the viability of autonomy-supportive teaching. Further significant paths were identified from SR to WTC and AE, and from AE and the LOC to WTC. The findings also indicated that AE and SR indirectly influence learners’ WTC via LOC. The study offers theoretical and pedagogical implications to EFL teachers and students.https://jmrels.journals.ikiu.ac.ir/article_2677_72aa853215ae0b266a4739bff9f6251d.pdfacademic-engagementautonomy-supportive teachingperceived locus of controlself-determination theorywillingness to communicate |
| spellingShingle | saeedeh Javidkar hoda Divsar Masoud Saeedi Ali Hadavizadeh A Path Analysis of Autonomy Supportive Teaching, EFL Learners’ Willingness to Communicate, Self-regulation, Academic Engagement, and Perceived Locus of Control Journal of Modern Research in English Language Studies academic-engagement autonomy-supportive teaching perceived locus of control self-determination theory willingness to communicate |
| title | A Path Analysis of Autonomy Supportive Teaching, EFL Learners’ Willingness to Communicate, Self-regulation, Academic Engagement, and Perceived Locus of Control |
| title_full | A Path Analysis of Autonomy Supportive Teaching, EFL Learners’ Willingness to Communicate, Self-regulation, Academic Engagement, and Perceived Locus of Control |
| title_fullStr | A Path Analysis of Autonomy Supportive Teaching, EFL Learners’ Willingness to Communicate, Self-regulation, Academic Engagement, and Perceived Locus of Control |
| title_full_unstemmed | A Path Analysis of Autonomy Supportive Teaching, EFL Learners’ Willingness to Communicate, Self-regulation, Academic Engagement, and Perceived Locus of Control |
| title_short | A Path Analysis of Autonomy Supportive Teaching, EFL Learners’ Willingness to Communicate, Self-regulation, Academic Engagement, and Perceived Locus of Control |
| title_sort | path analysis of autonomy supportive teaching efl learners willingness to communicate self regulation academic engagement and perceived locus of control |
| topic | academic-engagement autonomy-supportive teaching perceived locus of control self-determination theory willingness to communicate |
| url | https://jmrels.journals.ikiu.ac.ir/article_2677_72aa853215ae0b266a4739bff9f6251d.pdf |
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