This study aimed to explore the relationships between foreign language learners’ self-identity changes, motivation types, and Foreign Language proficiency associated with learning English in private language schools in Iranian context. Based on a stratified sampling, 204 English as a foreign language learners from three language schools in Tehran were selected to participate in the study. The instruments were a 30-item Likert-scale questionnaire on motivation types in seven categories: intrinsic interest, immediate achievement, learning situation, going aboard, social responsibility, individual development, and information medium; a 24-item Likert-scale questionnaire on self-identity changes in six categories: self-confidence change, additive change, subtractive change, productive change, split change, and zero change. Results revealed that self-confidence change was the prominent change common among foreign language learners. Canonical correlation analysis revealed that motivation types and self-identity changes were related through three pairs of canonical variables: intrinsic orientations related with personal identity changes, instrumental orientations related with cultural changes, and instrumental orientations related learners’ self-confidence change. Theoretical and pedagogical implications for foreign language learning and teaching are also discussed.
Zare-ee, A., & Asgari Matin, S. (2014). The Relationship betweenEFL Learners’ Self-Identity Changes, Motivation Types, and EFL Proficiency. Iranian Journal of Applied Language Studies, 6(2), 141-178. doi: 10.22111/ijals.2014.2192
MLA
Abbas Zare-ee; Sajjad Asgari Matin. "The Relationship betweenEFL Learners’ Self-Identity Changes, Motivation Types, and EFL Proficiency". Iranian Journal of Applied Language Studies, 6, 2, 2014, 141-178. doi: 10.22111/ijals.2014.2192
HARVARD
Zare-ee, A., Asgari Matin, S. (2014). 'The Relationship betweenEFL Learners’ Self-Identity Changes, Motivation Types, and EFL Proficiency', Iranian Journal of Applied Language Studies, 6(2), pp. 141-178. doi: 10.22111/ijals.2014.2192
VANCOUVER
Zare-ee, A., Asgari Matin, S. The Relationship betweenEFL Learners’ Self-Identity Changes, Motivation Types, and EFL Proficiency. Iranian Journal of Applied Language Studies, 2014; 6(2): 141-178. doi: 10.22111/ijals.2014.2192
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