Perceived Language Proficiency and Autonomous Motivation as Predictors to Perceived Communicative Competence in English
Article Sidebar
PDF downloads: 2
XML-Crossref downloads: 0
XML-DOAJ downloads: 0
Crossref Citations: 0
Main Article Content
Abstract
Introduction: The current study, following a sequential mixed-methods design, mainly aimed at investigating the possible predictors of perceived communicative competence (PCC) in English in perceived language proficiency (PLP) and autonomous motivation to learn English.
Methodology: In doing so, 204 homogeneous university English-major students participated in this study based on convenience sampling, and a pool of six students joined the interview sessions based on purposive sampling. The Pearson product-moment correlation coefficient and the multiple regression were conducted to analyze the data.
Results: The results obtained from the Pearson product-moment correlation coefficient confirmed that there was a medium, positive correlation between PLP and PCC in English, and also between autonomous motivation to learn English and PCC in English. Moreover, it was found that PLP was the best predictor of PCC in English. Following inter-coder reliability, the commonalities emerged from the students’ responses to the interviews yielded seven common themes, entailing good sense, desire to learn, participation, engagement, disengagement, teacher support, and ability to communicate fluently.
Conclusion: The study yielded deeper insight into the effective role of factors, such as good sense, desire to learn, participation, and engagement in enriching their PLP and PCC. At the end, some practical implications are suggested for EFL learner and teachers.
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
References
Abbasian, M., & Modarresi, G. (2022). Tapping into software for oral communication: A comparative study of Adobe Connect and Skype. Journal of Business, Communication & Technology, 1(2), 34-43. https://doi.org/10.56632/bct.2022.1204
Bachman, L. F. (1990). Fundamental considerations in language testing. Oxford university press.
Bachman, L. F., & Palmer, A. S. (1996). Language testing in practice. Oxford, Oxford University Press.
Bagarić, V., & Djigunović, J. M. (2007). Defining communicative competence. Metodika, 8(1), 94-103. https://hrcak.srce.hr/file/42650
Barrot, J. S. (2018). Using the sociocognitive-transformative approach in writing classrooms: Effects on L2 learners’ writing performance. Reading & Writing Quarterly, 34(2), 187-201. https://doi.org/ 10.1080/10573569.2017.1387631
Benson, P. (2007). Autonomy in language teaching and learning. State of the Art Article. Language Teaching, 40(1), 21-40. https://doi.org/ 10.1017/S0261444806003958
Bialystok, E. (1990). Communication strategies: A psychological analysis of second language use. London, Blackwell.
Brown, H. D., & Lee, H. (2015). Teaching by principle: An interactive approach to language pedagogy. New York, Pearson.
Butler, G. Y. (2004). What level of English proficiency do elementary school teachers need to attain to teach EFL?. Case studies from Korea, Taiwan, and Japan. TESOL Quarterly, 38(2), 245-278. https://doi.org/10.2307/3588380
Campbell, J. L., Quincy, C., Osserman, J., & Pedersen, O. K. (2013). Coding in-depth semi structured interviews: Problems of unitization and inter-coder reliability and agreement.
Sociological Methods & Research, 42(3), 294-320. https://doi.org/10.1177/0049124113500475
Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied linguistics, 1(1), 1-47. https://doi.org/10.1093/applin/1.1.1
Celce-Murcia, M. (2001). Teaching English as a second or foreign language. Los Angeles, Heinle & Heinle Publishers.
Celce-Murcia, M., Dörnyei, Z., & Thurrell, S. (1995). Communicative competence: A pedagogically motivated model with content specifications. Issues in Applied linguistics, 6(2), 5-35. https://doi.org/10.5070/L462005216
Chacón, C. T. (2005). Teachers' perceived efficacy among English as a foreign language teacher in middle schools in Venezuela. Teaching and Teacher Education, 21(3), 257-272. https://doi.org/10.1016/j.tate.2005.01.001
Cheng, H. F., & Dörnyei, Z. (2007). The use of motivational strategies in instruction: The case of EFL teaching in Taiwan. Innovation in Language Learning and Teaching, 1(1), 153-174. https://doi.org/10.2167/illt048.0
Clément, R. (1986). Second language proficiency and acculturation: An investigation of the effects of language status and individual characteristics. Journal of Language and social Psychology, 5(4), 271-290. https://doi.org/10.1177/0261927X8600500403
Cohen, J. (1992). Quantitative methods in psychology. Psychological Bulletins, 112(1), 155-159. https://doi.org/10.1037/0033-2909.112.1.155
Cohen, A. D., & Swain, M. (1976). Bilingual education: the immersion model in the North American context. TESOL Quarterly, 10(1),45-53. https://doi.org/10.2307/3585938
Christenson, S. L., & Reschly, A. L. (2010). Check and connect: Enhancing school completion through student engagement. In E. Doll, & J. Charvat (Eds.), Handbook of prevention science (pp. 327-348). New York, NY, Routledge.
Croucher, S. M. (2013). Communication apprehension, self-perceived communication competence, and willingness to communicate: A French analysis. Journal of International and Intercultural Communication, 6(4), 298-316. https://doi.org/10.1080/17513057.2013.769615
Dickinson, L. (1995). Autonomy and motivation: A literature review. System, 23(2), 165-174. https://doi.org/10.1016/0346-251X(95)00005-5
Dörnyei, Z. (2001). Motivation strategies in the language classroom. Cambridge, Cambridge University Press. https://doi.org/10.1017/ CBO9780511667343
Dörnyei, Z. (2005). The psychology of language learner: Individual differences in second language acquisition. Mahwah, NJ, Lawrence Erlbaum.
Dörnyei, Z. (2007). Research methods in applied linguistics. Oxford, Oxford University Press.
Dörnyei, Z. (2019). What makes an L2 task engaging? In W. Z. Ahmadian (Ed.), Researching L2 task performance and pedagogy: In honor of Peter Skehan (pp. 53-66). Amsterdam, John Benjamins.
Ehrman, M. E., Leaver, B. L., & Oxford, R. L. (2003). A brief overview of individual differences in second language learning. System, 31(3), 313-330. https://doi.org/10.1016/S0346-251X(03)00045-9
Majidi, A. E., de Graaff, R., & Janssen, D. (2020). Debate as L2 pedagogy: The effects of debating on writing development in secondary education. The Modern Language Journal, 104(4), 804-821. https://doi.org/10.1111/ modl.12673
Ellis, R. (2005). Planning and task-performance in a second language. Amsterdam, Benjamins. https://doi.org/10.1075/lllt.11
Eslami, Z. R., & Fatahi, A. (2008). Teachers’ sense of self-efficacy, English proficiency, and instructional strategies: A study of nonnative EFL teachers in Iran. TESL-EJ, 11(4), http://files.eric.ed.gov/fulltext/EJ898136.pdf
Faerch, C., & Kasper, G. (1983). Strategies in interlanguage communication. New York, Longman.
Farsad, L., & Modarresi, G. (2023). EFL learners’ construction of L2 ego and its relationship with emotional intelligence. Journal of Research in Applied Linguistics, 14(1), 124-139. https://doi.org/ 10.22055/RALS.2023.18072
Freeman, D. L., & Anderson, M. (2011). Techniques and principles in language teaching. Oxford, Oxford university press.
Gardner, R. C. (2000). Correlation, causation, motivation, and second language acquisition. Canadian Psychology 41, 1-24.
https://doi.org/10.1037/h0086854
Gardner, R. C. (1985). Social psychology and second language learning: The roles of attitudes and motivation. London, England: Edward Arnold.
Gardner, R. C., & Lambert, W. E. (1972). Attitudes and motivation in second language learning. Rowley, MA: Newbury House.
Ghonsooly, B., Khajavy, G. H., & Asadpour, S. F. (2012). Willingness to communicate in English among Iranian non–English major university students. Journal of language and Social Psychology, 31(2), 197-211. https://doi.org/10.1177/0261927X12438538
Goh, C. (2002). Exploring listening comprehension tactics and
their interaction patterns. System, 30(2), 185-206. https://doi.org/10.1016/S0346-251X(02)00004-0
Hinton, L. (2011). Language revitalization and language pedagogy: New teaching and learning strategies. Language and Education, 25(4), 307-318. https://doi.org/10.1080/09500782.2011.577220
Housen, A., & Kuiken, F. (2009). Complexity, accuracy and fluency in second language acquisition. Applied Linguistics, 30(4), 461-473. https://doi.org/10.1093/applin/amp048
Hymes, D. (1972). On communicative competence. sociolinguistics, 26, 269-293. http://ereserve.library.utah.edu/Annual/LING/6810/Watzinger Tharp/on.pdf
Indramawan, A., & Akhyak, D. (2013). Improving the students’ English-speaking competence through storytelling. International Journal of Language and Literature, 1(2), 18-24. http://repo.iain-tulungagung.ac.id/3283/1/5.%20PDF%20IMPROVING%20THE%20STUDENTS.pdf
Jalilzadeh, K., Attaran, A., & Coombe, C. (2024). Unveiling emotional experiences: A phenomenological study of emotional labor in expatriate EFL teachers. Asian-Pacific Journal of Second and Foreign Language Education, 9(1), 1-21. https://doi.org/10.1186/s40862-024-00259-z
Jeno, L. M., Dettweiler, U., & Grytnes, J. A. (2020). The effects of a goal-framing and need-supportive app on undergraduates' intentions, effort, and achievement in mobile science learning. Computers & Education, 159, 104022. https://doi.org/10.1016/j.compedu.2020.104022
Johnson, B., & Christensen, L. (2012). Educational research: Quantitative, qualitative, and mixed approaches. Thousand, Oaks, CA, Sage.
Kamhi-Stein, L., & Mahboob, A. (2005). Language proficiency and NNES professionals: Findings from TIRF-Funded research initiatives. In 39th Annual TESOL Convention, San Antonio, Texas.
Khajavy, G. H., Ghonsooly, B., Hosseini Fatemi, A., & Choi, C. W. (2016). Willingness to communicate in English: A microsystem model in the Iranian EFL classroom context. TESOL Quarterly, 50(1), 154-180. https://doi.org/10.1002/tesq.204
Khodadady, E., & Khajavy, G. H. (2013). Exploring the role of anxiety and motivation in foreign language achievement: A structural equation modeling approach. Porta Linguarum, 20, 269-286. https://doi.org/10.30827/Digibug.20240
Khorsand, M., & Modarresi, Gh. (2023). The relationship between teachers’ emotions, strokes and academic achievement: the case of BA English-major students. Language and Translation Studies, 56(2), 71-107. https://doi.org/10.22067/lts.2023.81620.1179
Lado, R. (1961). Language testing. New York, McGraw-Hill
Lamb, T., & Reinders, H. (2007). Learner and teacher autonomy: Concepts. realities and responses. Amsterdam, John Benjamins. https://doi.org/10.1075/aals.1
Larsen-Freeman, D. (2002). Language acquisition and language use from a chaos/complexity theory perspective. In C. Kramsch (Ed.), Language acquisition and language socialization (pp. 33-46). London, England, Continuum.
Law, L., Wilson, D., & Lawman, H.G. (2020). Self- determination theory. In M.D. Gellman, (Ed.), Encyclopedia of behavioral medicine (pp.1980-1982). Springer. https://doi.org/10.1007/978-3-030-39903-0_1620
Little, D. (2007). Reconstructing learner and teacher autonomy in language education. In A. Barfield, & S. Brown (Eds.), Reconstructing autonomy in language education: Inquiry and innovation (pp 1-12). Basingstoke, Palgrave Macmillan. https://doi.org/10.1057/9780230596443_1
Liu, H. J. (2008). A study of the interrelationship between listening strategy use, listening proficiency levels, and learning style. RARECLS, 5(1), 84-104.
Lu, X. (2011). A corpus-based evaluation of syntactic complexity measures as indices of College-level ESL writers' language development. TESOL Quarterly, 45(1), 36-62. https://doi.org/10.5054/tq.2011.240859
MacIntyre, P.D., Baker, S.C., Clément, R., & Donovan, L.A. (2003). Sex and age effects on willingness to communicate, anxiety, perceived competence, and L2 motivation among junior high school French immersion students. Language learning, 53(S1), 137-166. https://doi.org/ 10.1111/1467-9922.00226
MacIntyre, P. D., Clément, R., Dörnyei, Z., & Noels, K.A. (1998). Conceptualizing willingness to communicate in a L2: A situational model of L2 confidence and affiliation. The Modern Language Journal, 82(4), 545-562. https://doi.org/10.1111/j.1540-4781.1998.tb05543.x
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. https://doi.org/10.1111/1467-9922.00212
Medgyes, P. (1999). The non-native teacher (2nd ed.). Ismaning, Germany, Hueber.
Modarresi, G. (2019). Developing and validating involvement in translation scale and its relationship with translation ability. Forum: International Journal of Interpreting and Translation, 17(2), 225-248. https://doi.org/10.1075/forum.18015.mod
Modarresi, G. (2021). The effect of dictogloss vs. debating on L2 writing proficiency: A mixed-methods study. Teaching English as a
Second Language Quarterly, 40(4), 121-160. https://doi.org/ 10.22099/jtls.2021.39939.2954
Modarresi, G. (2022). The impact of task-based collaborative output activities on learner engagement in writing tasks. Journal of Language Horizons, 6(2), 81-101. https://doi.org/10.22051/lghor.2021.35238.1453
Modarresi, G., & Javan, E. (2018). Construction and validation of foreign language learners' dropout questionnaire. International Journal of Instruction, 11(4), 425-444. https://doi.org/10.12973/iji.2018.11427a
Mohammadi, J., & Modarresi, Gh. (2023). Conceptions of intelligence, teaching motivation and teacher creativity: A mixed-methods study. Journal of Cognition, Emotion & Education, 1(2), 47-58. https://doi.org/ 10.22034/cee.2023.174746
Modarresi, G., Jalilzadeh, K., Coombe, K., & Nooshab, A. (2021). Validating a test to measure translation teachers' assessment literacy. The Journal of Asia TEFL, 18(4), 1503-1511. https://doi.org/10.18823/asiatefl. 2021.18.4.31.1503
Noels, K. A., Pelletier, L. G., Clément, R., & Vallerand, R. J. (2000). Why are you learning a second language? Motivational orientations and self‐determination theory. Language Learning, 50(1), 57-85. https://doi.org/10.1111/0023-8333.00111
Noora, A. (2008). Iranian undergraduates' non-English majors' language learning preferences. GEMA Online Journal of Language Studies, 8, 33-44. https://journalarticle.ukm.my/2271/1/page1_21.pdf
Norris, J. M., & Ortega, L. (2009). Towards an organic approach to investigating CAF in instructed SLA: The case of complexity. Applied Linguistics, 30, 555-578. https://doi.org/10.1093/applin/amp044
O'Malley, J. M., & Chamot, A. U. (1990). Learning strategies in second language acquisition. Cambridge, Cambridge University Press. https://doi.org/10.1017/CBO9781139524490
Papi, M., & Abdollahzadeh, E. (2012). Teacher motivational practice, student motivation, and possible L2 selves: An examination in the Iranian EFL context. Language Learning, 62, 571-594. https://doi.org/10.1111/j.1467-9922.2011.00632.x
Peng, J. (2009). Exploring willingness to communicate (WTC) in English in Chinese EFL university classrooms: A mixed methods approach (Unpublished doctoral disserta- tion). Sydney, Australia, Sydney University.
Peng, J., & Woodrow, L. (2010). Willingness to communicate in English: A model in the Chinese EFL classroom context. Language Learning, 60, 834-876. https://doi.org/10.1111/j.1467-9922.2010.00576.x
Pintrich, P. R. (2004). A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review, 16(4), 385-407. https://doi.org/10.1007/s10648-004-0006-x
Pishghadam, R., & Attaran, A. (2015). Delving into speech act of argumentation in English and Persian advertisements. Language Related Research, 6(3), 45-66. https://openurl.ebsco.com/EPDB%3Agcd%3A12%3A11166252/ detailv2?sid=ebsco%3Aplink%3Ascholar&id=ebsco%3Agcd%3A108556337&crl=c
Pishghadam, R., & Naji, E. (2011). Culture and education: Bringing to light the views of Iranian students of English, French and Arabic majors towards learning and teaching. International Journal of Innovative Interdisciplinary Research, 2, 21-35. https://profdoc.um.ac.ir/articles/a/1028461.pdf
Pishghadam, R., & Khajavy, G. H. (2014). Development and validation of the student stroke scale and examining its relation with academic motivation. Studies in Educational Evaluation, 43(1), 109-114.https://doi.org/10.1016/j.stueduc.2014.03.004
Pishghadam, R., Jajarmi, H., & Shayesteh, S. (2016). Conceptualizing sensory relativism in light of emotioncy: A movement beyond linguistic relativism. International Journal of Society, Culture & Language, 4(2), 11-21. https://www.ijscl.com/article_17611.html
Pishghadam, R., Makiabadi, H., Shayesteh, S., & Zeynali, S. (2019). Unveiling the passive aspect of motivation: Insights from English language teachers' habitus. International Journal of Society, Culture and Language, 7(2), 15-26. https://www.ijscl.com/article_35991.html
Purpura, J. (2004). Assessing grammar. Cambridge, UK, Cambridge University Press. https://doi.org/10.1017/CBO9780511733086
Rahimi, M., & Sadighi, A. (2011). Investigating demotivating factors of technical and vocational students in learning English. 3rd National Conference on Education. SRTTU, Tehran, Iran.
Rajagopalan, K. (2005). Non-native speaker teachers of English and their anxieties: Ingredients for an experiment in action research. In: Llurda, E. (Ed.), Non-native language teachers (pp. 283-303). Educational Linguistics, Springer, Boston, MA. https://doi.org/10.1007/0-387-24565-0_15
Raoofi, S., & Maroofi, Y. (2017). Relationships among motivation (self-efficacy and task value),
strategy use and performance in L2 writing. Southern African Linguistics and Applied Language Studies, 35(3), 299-310. https://doi.org/10.2989/16073614.2017.1391706
Rouhani, H., & Modarresi, Gh. (2023). The role of translation-based, meaning-based, and hint-based instructions in vocabulary acquisition: A mixed-methods study. Iranian Journal of Applied Language Studies, 15(1), 83-100. https://doi.org/10.22111/ijals.2023.38276.2156
Ryan, R. M., & Deci, E. L. (2002). Overview of self-determination theory: An organismic dialectical perspective. Handbook of self-determination research, 2, 3-33.
Skehan, P. (1991). Individual differences in second language learning. Studies in Second Language Acquisition, 13(2), 275-298. https://doi.org/10.1017/S0272263100009979
Smith, R. C. (2008). Learner autonomy (Key concepts in ELT). ELT Journal, 62(4), 395-397. https://doi.org/10.1093/elt/ccn038
Stewart, E. B. (2008). School structural characteristics, student effort, peer associations, and parental involvement: The influence of school- and individual-level factors on academic achievement. Education and Urban Society, 40, 179-204. https://doi.org/10.1177/0013124507304167
Strauss, A. L., & Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory. Thousand Oaks, Calif, Sage.
Struthers, C. W., Weiner, B., & Allred, K. (1998). Effects of causal attributions on personal decisions: A social motivation perspective. Basic and Applied Social Psychology, 20(2), 155-166. https://doi.org/10.1207/ s15324834basp2002_7
Swain, M. (1995). Three functions of output in second language learning. In G. Cook & B. Seidlhofer (Eds.), Principle and practice in applied linguistics: Studies in honor of H. G. Widdowson (pp. 125-144). Oxford, Oxford University Press.
Swain, M. (2005). The output hypothesis: theory and research. In E. Hinkel (Eds.). Handbook of Research in Second Language Teaching and Learning (pp. 471-483). Mahwa, NJ, Lawrence Erlbaum.
Tabachnick, B. G., & Fidell, L. S. (2001). Using multivariate statistics. New York, Pearson Education.
Taguchi, T., Magid, M., & Papi, M. (2009). The L2 motivational self-system amongst Chinese, Japanese, and Iranian learners of English: A comparative study. In Z. D€ornyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 66-97). Clevedon, England, Multilingual Matters.
Teng, L. S., & Zhang, L. J. (2018). Effects of motivational regulation strategies on writing performance: A mediation model of self-regulated learning of writing in English as a second/foreign language. Metacognition Learning, 13(2), 213-240. https://psycnet.apa.org/doi/10.1007/s11409-017-9171-4
Tziava, K. (2003). Factors that motivate and demotivate Greek EFL teachers. Unpublished Doctoral dissertation, The University of Edinburgh, Scotland.Ushioda, E. (1996). Learner autonomy 5: The role of motivation. Dublin, Authentik.
Vameghshahi, B. M., & Ghonsooly, B. (2023). A video game-based paragraph writing instruction vs. teacher-based writing instruction: Examining L2 learners’ perceptions through dynamic assessment. Teaching English as a Second Language Quarterly, 42(1), 121-146. https://doi.org/10.1080/08831157.1995.10545118
Vandergrift, L. (2003). From prediction through reflection: Guiding students through the process of L2 listening. Canadian Modern Language Review, 59(3), 425-440. https://doi.org/10.3138/cmlr.59.3.425
Yashima, T., Zenuk-Nishide, L., & Shimizu, K. (2004). The influence of attitudes and affect on willingness to communicate and second language communica¬tion. Language Learning, 54, 119-152. https://doi.org/10.1111/j.1467-9922.2004.00250.x
Wang, J. (2020). The enlightenment of second language ego to oral English teaching in senior high school. Theory and Practice in Language Studies, 10(10), 1310-1314. https://doi.org/10.17507/tpls.1010.19
Wang, M. T., & Holcombe, R. (2010). Adolescents' perceptions of school environment, engagement, and academic achievement in middle school. American Educational Research Journal, 47(3), 633-653. https://doi.org/10.3102/0002831209361209
Wang, C. and Sun, T., (2020). Relationship between self-efficacy and language proficiency: A meta-analysis. System, 95, 102366. https://doi.org/10.1016/j.system.2020.102366
Weaver, C. (2005). Using the Rasch model to develop a measure of second language learners' willingness to communicate within a language classroom. Journal of Applied Measurement, 6, 396-415.
Wen, W. P., & Clément, R. (2003). A Chinese conceptualization of willingness to communicate in ESL. Language culture and curriculum, 16(1), 18-38. https://doi.org/10.1080/07908310308666654
Wilby, J. (2020). Motivation, self-regulation, and writing achievement on a university foundation program: A program evaluation study. Language Teaching Research, 26(5), 1110-1033. https://doi.org/10.1177/ 1362168820917323