خلاصة:
Given the significance of teacher care and its impact on student motivation, stroke as a unit of recognition seems to be related to motivation for class attendance and language learning. In this regard, this paper aimed to investigate the role of stroke in students’ willingness to attend classes (WTAC) and their foreign language achievement (FLA) in the foreign language context. To this end, a scale was developed and validated through structural equation modeling (SEM) to measure learners` WTAC. A total number of 260 English as a foreign language (EFL) learners completed the newly developed scale along with the stroke scale. Regression analysis was used to examine the relationships among the variables. The results demonstrated that for WTAC, Non-verbal, and Valuing subscales of stroke were the strongest predictors and Teacher Characteristics (TCH) subscale of WTAC was the only predictor for FLA. Finally, the results were discussed, and some implications were provided for educational settings.
ملخص الجهاز:
ir/are On the Influence of Stroke on Willingness to Attend Classes and Foreign Language Achievement Fatima Rajabnejad 1, Reza Pishghadam 2*, Fahime Saboori 3 1 MA, TEFL, Ferdowsi University of Mashhad, Iran 2 Professor, TEFL and Educational Psychology, Ferdowsi University of Mashhad, Iran 3 Ph. D.
, TEFL, Ferdowsi University of Mashhad, Iran Received: 16/10/2016 Accepted: 15/02/2017 Given the significance of teacher care and its impact on student motivation, stroke as a unit of recognition seems to be related to motivation for class attendance and language learning.
For instance, Pishghadam and Khajavy (2014) designed and validated a measure of student stroke to examine the relationship between this construct and motivation, coming up with a positive correlation between them.
Course features or class time were also recognized to be important factors to explain CA Purpose of the Study The present study was carried out to investigate the role of stroke in EFL learner`s WTAC and their foreign language achievement (FLA).
The results of the goodness-of-fit indices showed a sufficient fit to the data confirming the factor structure of WTAC based on which WTAC can be considered as an efficient scale for measuring the willingness of EFL learners to attend language classes.
A relevant study conducted by Rahimi and Hosseini Karkami (2015) examined the role of teachers` classroom discipline in their teaching effectiveness and students` language learning motivation and achievement.
To further elaborate on the relationship, as students receive Non-verbal and Valuing strokes, they would be more motivated to attend classes.