آمار
| تعداد نشریات | 7 |
| تعداد شمارهها | 102 |
| تعداد مقالات | 1,137 |
| تعداد مشاهده مقاله | 1,044,713 |
| تعداد دریافت فایل اصل مقاله | 862,548 |
Canonical Analysis of the Relationship Between Personality Traits and Attitude with Motivation and EFL Learners’ Written Production Task | ||
| Journal of Applied Linguistics and Applied Literature: Dynamics and Advances | ||
| مقاله 10، دوره 7، شماره 2، آذر 2019، صفحه 135-154 اصل مقاله (316.83 K) | ||
| نوع مقاله: Research Article | ||
| شناسه دیجیتال (DOI): 10.22049/jalda.2019.26631.1140 | ||
| نویسندگان | ||
| Fereshteh Asadzadian* 1؛ Ghader Asadzadian2 | ||
| 1PhD Candidate in ELT, Ahar Branch, Islamic Azad University | ||
| 2PhD in TEFL, Department of Education, UM University, Kuala Lumpur, Malaysia | ||
| چکیده | ||
| The purpose of this study was to investigate the Canonical analysis of the relationship between personality traits and attitude with motivation and EFL learners’ written production task. This research in terms of data collection procedure is a correlation type. The statistical population consisted of the students who were selected by random cluster sampling method. Data were analyzed using standard questionnaire of motivation, attitude, and personality traits, and analyzed by SPSS software using statistical tests. The results of correlation analysis of variables showed that there is a significant positive correlation between personality traits with motivation and written skills. It was also determined that attitudes with motivation and written skills predict a positive and significant relationship. Finally, the results of this study can be a very clear perspective for planners and trainers of writing skills training courses to pay more attention to non-cognitive and attitudinal variables such as personality traits and learners’ motivation in English language classes. | ||
| کلیدواژهها | ||
| Writing Performance؛ Personality Traits؛ Motivation؛ Attitude | ||
| مراجع | ||
|
Al samadani, A., Hashem, G., & Salem S. (2015).The relationship between Saudi EFL students’ attitudes towards learning English and their academic achievement.International Journal of Education and Social Science, 2(1), 45-79.
AnaniSarab, M. R.,&AminiFarsani, M. (2014).The relationship between writing strategies and personality types of graduate Iranian EFL learners.Applied Research on English Language,3(2), 69-83.
Baker, C. (2001). Foundations of bilingual education and bilingualism (3rded.). Clevendon, UK: Multilingual Matters LTD.
Baradaran, A.,&Alavi, M. R. (2015).The difference between extrovert/introvert EFL learners' cooperative writing. International Journal of Language Learning and Applied Linguistics World, 8(2), 13-24.
Behjat, F. (2014). Temperament and personality: A mute struggle for language achievement. I-manager Journal of English Language Teaching, 4(1), 4-11.
Binder, C., Haughton, E.,& Bateman, B. (2002). Fluency: Achieving true mastery in the learning process. Retrieved from http://speical.edschool.viginia.edu/papers.
Brown, H. D. (2000). Principles of language learning and teaching (4th ed). USA: Prentice-hall.
Bruning, R.,& Horn, C. (2000).Developing motivation to write.Educational Psychologist, 35(1), 25-37.
Callahan, S. (2000).Responding to the invisible student.Assessing Writing, 7, 57-77.
Carrell, P. L., Prince M. S., &Astika, G. G. (1996).Personality types and language learning.Language Learning, 46(1), 75-99.
Celce-Murcia, M. (2001). Language teaching approaches: An overview. In M. Celce-Murcia (Ed.), Teaching English as a Second or Foreign Language (pp. 3-11). Boston: Heinle&Heinle.
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(1), 153-174.
Conrad, N., &Patry, M. W. (2012). Conscientiousness and academic performance: A meditational analysis. International Journal for the Scholarship of Teaching and Learning, 6(1), 1-14.
Dewaele.J.-M. (2013).The link between Foreign Language Classroom Anxiety and Psychoticism.Extraversion and Neuroticism among adult bi- and multi-linguals.The Modern Language Journal, 97(3), 670-684.
Dörnyei, Z. (2000). Motivation in action: Towards a process-oriented conceptualization of student motivation. British Journal of Educational Psychology, 70, 519-538.
Dörnyei, Z. (2001). Teaching and researching motivation. Harlow, England: Pearson Education.
Dörnyei, Z. (2003). Questionnaires in second language research: Construction, administration, and processing. London: Lawrence Erlbaum Associates Publishers.
Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Mahwah: Erlbaum.
Dörnyei, Z.,&Csizer, K. (2002). Motivational dynamics in second language acquisition: Results of a longitudinal nationwide survey. Applied Linguistics, 23, 421-462.
Ebata, M. (2008). Motivation factors in language learning. The Internet TESL Journal, 14(4). Retrieved from http://iteslj.org/Articles/Ebata-motivationfactors.html.
Ellis, R. (1985). Understanding second language Acquisition.Oxford: Oxford University Press.
Ellis, R. (2004). Individual differences in second language learning.In A. Davis & C. Elder (Eds.).The handbook of applied linguistics (pp. 525-551). Oxford: Blackwell.
Ely, C. M. (1986). Language learning motivation: A descriptive and causal analysis. Modern Language Journal, 70, 28-35.
Emig, J. (1977). Writing as a model of learning.College Composition and Communication, 28(2), pp. 122-128.
Eysenck, H. J. (1997). Personality and experimental psychology: The unification of psychology and the possibility of a paradigm. Journal of Personality and Social Psychology, 73, 1224-1237.
Eysenck, H.J., & Eysenck, M.W. (1985).Personality andindividual differences.A natural science approach. NewYork: Plenum Press.
Frank, L. (1992). Writing to be read: Young writer's ability to demonstrate audience awareness when evaluated by their readers.Research in the Teaching of English Annals, 26, 277-298.
Gardner, R. C. (1983). Learning another language: A true social psychological experiment.Journal of Language and Social Psychology, 2, 219-239.
Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. London: Edward Arnold.
Gardner, R.C. (2001). Language learning motivation: The student, the teacher and the researcher. Key-note address to the Texas Foreign Language Education Conference, University of Texas, Austin.
Gardner, R. C. (2004). Attitude motivation test battery: International AMTB research project. Canada: The University of Western Ontario. Retrieved February 9, 2008, from http://publish.uwo.ca/~gardner/docs/englishamtb.pdf
Gardner, R. C. (2006). The socio-educational model of second language acquisition: A research paradigm. EUROSLA Yearbook, 6, 237-260.
Gardner, R. C.,&MacIntyre, P. D. (1991).An instrumental motivation in language study.Studies inSecond Language Acquisition, 13, 57-72.
Graham, S.,&Perin, D. (2007).Writing next: Effective strategies to improve writing of adolescents in middle and high schools. New York: Alliance for Excellent Education.
Graham, S., Harris, K. R., & Mason, L. (2007).Improving the writing performance, knowledge, and self-efficacy of struggling young writers: The effects of self-regulated strategy development.Contemporary Educational Psychology, 30(2), 207-241.
Griffiths, C. (2008). Strategies and good language learners.In C. Griffiths (Ed.), Lessons from good language learners (pp. 83-98).Cambridge: Cambridge University Press.
Gupta, D.,&Wolemariam, G. S. (2011). The influence of motivation and attitude on writing strategy use of undergraduate EFL students: Quantitative and qualitative perspectives. Asian EFL Journal, 13(2), 34-89.
Hashemian, M., &Heidari, A. (2013).The relationship between L2 learners' motivation/attitude and success in L2 writing.Social and Behavioral Sciences, 70, 476-489.
Hyland, K. (2003). Second Language Writing.C.U.P.
Jackson, T. (1978). The measurement of people across cultures: Valuing people differently. Human Resources Management, 41, 455-475.
John, O. P., & Srivastava, S. (1999). The Big-Five trait taxonomy: History, measurement, and
theoretical perspectives. In L. A. Pervin& O. P. John (Eds.), Handbook of personality:Theory and research (Vol. 2, pp. 102–138). New York: Guilford Press.
Judge, T. A., & Ilies, R. (2002). Relationship of Personality to Performance Motivation: A Meta-Analytic Review, Journal of Applied Psychology, 87(4), 797–807.
Keller, J. M.,& Litchfield, B. C. (2002).Motivation and performance.In R. A. Reiser& J. V. Dempsey(Eds.), Trends and issues in instructional design and technology (pp. 83–98). Upper Saddle River, NJ: Prentice Hall.
Kaufman, J.C., Agars, M. D., & Lopez-Wagner, M.C. (2008).The role of personality and motivation in predicting early college academic success in non-traditional students in Hispanic institution.Learning and Individual Differences, 18, 492-496.
Komarraju, M., &Karau, S. J. (2005).The relationship between the Big Five personality traits and academic motivation.Personality and Individual Differences, 39, 557–567.
Komarraju, M., Karau, S. J., Schmeck, R. R., &Advic, A. (2011).The big five personality traits, learning styles and academic achievement.Personality and Individual Differences, 51, 472-477.
Lalonde, R. N., & Gardner, R. C. (1984). Investigating a causal model of second language acquisition: Where does personality fit? Canadian Journal of Behavioral Science, 16, 224-237.
Lee, S. H. (2006). The Use of Interpersonal Resources in Argumentative/Persuasive Essays by East-Asian ESL and Australian Tertiary Student.Unpublished PhD Dissertation. University of Sydney, Australia.
Liu, M. (2009).Reticence and anxiety in oral English lessons. Berne: Peter Lang.
Mann, M. P. (2003). The relationship between higher order personality factors and students' adjustment. Paper presented at the Annual Conference of the American Psychological Association. Toronto, Canada.
Marefat, F. (2006). Student writing, personality type of the student and the rater: Any interrelationship? The Reading Matrix, 6(2), 116-124.
Masgoret, A. M., & Gardner, R. C. (2003). Attitudes, motivation, and second language learning: A meta-analysis of studies conducted by Gardner and associates. Language Learning, 53(1), 123-163.
McCauley, M. H.,& Natter, F. (1974).Psychological (Myers-Briggs): Type differences in education. Gainesville, FL: Center for Application of Psychological Type.
MohammadiSalari, Z.,& Moinzadeh, S.N. (2014).The relationship between Iranian EFL learners' assertiveness and their writing ability.International Journal of Language Learning and Applied Linguistics World, 6(3), 298-306.
Myers, I.B., & Myers, P.B. (1980).Gifts differing. Palo Alto, CA: Consulting Psychologists.
Noels, K. A. (2001). Learning Spanish as a second language: Learners' orientations and perceptions of their teachers' communication style.Language learning, 51(1), 107-144.
Oxford, R., &Shearin, J. (1994). Language learning motivation: Expanding the theoretical framework. The Modern Language Journal, 78(1), 12-28.
Oz, H. (2014). Personality traits and willingness to communicate among foreign language learners in Turkey.Social Behavior and Personality, 42(9), 1473-1482.
Philips, D. (2003). Longman preparation course for the TOEFL test. Pearson: Longman.
Potter, E. F., McCormick, C. B., &Busching, B. A. (2001). Academic and life goals: Insights from adolescent writers. High School Journal, 85(1), 45-56.
Pourfeiz, J. (2015). Exploring the relationship between global personality traits and attitudes toward foreign language learning, Procedia - Social and Behavioral Sciences, 186, 467 – 473.
Robinson, D., Gabriel, N., &Katchan, O. (1994).Personality and second language learning.Personality and Individual Differences, 16(1), 143-157.
Sedaghat, M. (2001).The Effects of Attitude, Motivation and Proficiency Level on the Use of Listening Comprehension Strategies by Iranian Female Learners.Unpublished M.A. Thesis, Shiraz University, Iran.
Shahravanmehr, Kh. (2010). The Relationship between Introversion and Extroversion and Writing Ability among Iranian EFL Learners in Payam Noor University.Unpublished M.A. Thesis.
Skehan, P. (2009). Modeling second language performance: Integrating complexity, accuracy, fluency, and lexis. Applied Linguistics, 30, 510-532.
Son, J.B. (2008).Using web-based language learning activities in the ESL classroom.International Journal of Pedagogies and Learning, 4(4), 34-43.
Tercanlioglu, L. (2001). The nature of Turkish students' motivation for reading and its relation to their reading frequency. In R. Richards and P. Dash (Eds.),The Reading Matrix, 1(2). Retrieved from http://www.readingmatrix .com/archives/archives_vol1_No2.html.
Tremblay, P. F., & Gardner, R. C. (1995). Expanding the motivation construct in language learning. Modern Language Journal, 79, 505–518.
Wigglesworth, G.,&Storch, N. (2009). Pair versus individual writing: Effects on fluency, complexity and accuracy. Language Testing, 26(3), 445-466.
Wang, X. (2005).Three ways to motivate Chinese students in EFL listening classes.Asian EFL Journal, 37.Retrieved from http://www.asian-efl-journal.com/pta_Jan_07_xw.pdf.
Wilz, B. (2000). Relationship between Personality Type and Graded Point Average of Technical College Students.Unpublished MA thesis, University of Wisconsin-Stout.
Wu, S. M.,& Allison, D. (2003).Exploring appraisal in claims of student writers in argumentative essays.Prospect,18(3), 71-91.
| ||
|
آمار تعداد مشاهده مقاله: 477 تعداد دریافت فایل اصل مقاله: 579 |
||