خلاصة:
This study examines the potential connections among learners‟ willingness
to communicate (WTC) in English, their perceptions of autonomy-supportive
teaching and two individual difference variables, i.e. motivation and English
speaking self-efficacy. Two hundred and five Iranian EFL learners responded
to four questionnaires. The data obtained from the collected instruments were
subjected to structural equation modeling (SEM). The findings revealed
significant positive paths from autonomy-supportive teaching to motivation,
WTC in English, and English speaking self-efficacy. Further significant paths
were found leading from motivation to WTC and from English speaking selfefficacy
to motivation. The findings also indicated that autonomy-supportive
teaching style and English speaking self-efficacy could indirectly affect
learners‟ WTC through the mediation of motivation. Furthermore, autonomysupportive
teaching was found to indirectly predict learners‟ motivation
through the mediating role of self-efficacy. The implications of the study for
teachers and teacher educators are discussed.
ملخص الجهاز:
"Using this framework, the aim of the present research is to examine the relationship between learners‟ WTC, their perceptions of classroom environment and individual variables of motivation to learn English and self-efficacy by providing a structural model to see the subsequent impact of these individual and situational variables on WTC.
, 2014; Peng & Woodrow, 2010), there is still a need to investigate learners‟ WTC particularly in the less explored contexts, such as EFL in instructional settings and its relationship with the less examined individual as well as situational variables, such as English self-efficacy and autonomy- supportive teaching style.
This study confirmed the previous research suggesting that autonomy- supportive teachers affect students‟ self-efficacy beliefs positively (Wigfield, Guthrie, Tonks, & Perencevich, 2004).
In another study by Williams, McGregor, Zeldman, Freedman, & Deci (2004), autonomy- supportive teaching style was shown to have an indirect effect on students‟ achievements through their self-efficacy beliefs.
The significant path from autonomy-supportive teaching as perceived by students to their intrinsic motivation to learn English was in line with the self-determination theorists‟ proposal of the universal positive effects of supportive environments on students‟ motivation (Assor, 2012; Reeve, 2009).
Therefore, despite the collectivist culture of Iranian society and the presupposed orientation of Iranian learners to control teaching styles, the findings of this study indicate that providing EFL learners with autonomy and self-fulfillment in the classroom would be a predicting factor of their motivation to learn another language."