Exploring the Role of Anxiety and Motivation in Foreign Language Achievement: a Structural Equation Modeling Approach

• Autores: Ebrahim Khodadady, Gholam Hassan Khajavy
• Localización: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 20, 2013, págs. 269-286
• Idioma: inglés
• DOI: 10.30827/digibug.20240
• Enlaces
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• Dialnet Métricas: 8 Citas
• Resumen
  • español

    El presente estudio tuvo dos objetivos. En primer lugar, se examinó la relación que se produce entre la ansiedad y la motivación de estudiantes iraníes de inglés como lengua extranjera. En segundo lugar, se desarrolló un modelo de éxito de aprendizaje de lenguas extranjeras basado en la ansiedad que provoca el aprendizaje de idiomas y la motivación, y se comprobó mediante modelos de ecuaciones estructurales.

    Para lograr los objetivos se pasaron a 264 participantes una escala de ansiedad en el aula de lengua extranjera (FLCAS) y una la escala de orientación de aprendizaje de idiomas (LLOS). Los resultados del estudio mostraron que la desmotivación y los tipos de motivación externa menos auto-determinados se relacionan positivamente con la ansiedad que produce el aprendizaje de un idioma. Además, la motivación intrínseca y la regulación identificada se relacionan negativamente con la ansiedad de aprender una lengua. La aplicación del modelos de ecuaciones estructurales mostró que la ansiedad y la motivación predicen significativamente el logro en inglés de los estudiantes de lenguas en un contexto iraní. Se discuten también algunas implicaciones pedagógicas de los resultados

  • English

    The present study had two purposes. First, the relationship between language anxiety and motivation was examined among Iranian EFL learners. Secondly, a foreign language achievement model based on language learning anxiety and motivation was developed and tested by structural equation modeling. To achieve the purposes, foreign language classroom anxiety scale (FLCAS) and language learning orientations scale (LLOS) were administered to 264 participants. The results of the study showed that amotivation and less self-determined types of external motivation are positively related to language anxiety. Also, intrinsic motivation and identified regulation were negatively related to language anxiety. The application of the structural equation modeling showed that both anxiety and motivation significantly predict the English achievement of the language learners within an Iranian context. Pedagogical implications of the results are discussed

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