Abstract:
The crucial role of affective factors like anxiety, inhibition, motivation, and selfesteem
have long been of interest in the field of language learning due to their
enormous association with the cognitive processes involved in performance in a
second or foreign language. This study aimed at investigating the relationship
between Iranian EFL learners’ self-esteem and conversational dominance in terms of
total spoken words, total spoken turns, and interruptions in mixed groups (advanced
and intermediate levels). The participants were EFL advanced and intermediate
female learners in Iran Language Institute (ILI) Tabriz, Iran. The data was collected
by administering Coppersmith self-esteem questionnaire and recording and
transcribing oral data. Pearson coefficient was used to examine the significance of
correlation between self-esteem measures and the components of conversational
dominance in speaking performance. The results showed a positive correlation
between self-esteem and conversational dominance in terms of total spoken words,
total spoken turns, and interruptions among the learners. The foundational role of
affective variables in cognitive performance is emphasized as a result.
Machine summary:
The Relationship between Self-Esteem and Conversational Dominance of Iranian EFL Learners’ Speaking Rasa Faramarzzadeh٭(Corresponding Author) MA Student of TEFL, Department of English Language and Literature, Azarbaijan Shahid Madani University, Tabriz, Iran.
This study aimed at investigating the relationship between Iranian EFL learners’ self-esteem and conversational dominance in terms of total spoken words, total spoken turns, and interruptions in mixed groups (advanced and intermediate levels).
The results showed a positive correlation between self-esteem and conversational dominance in terms of total spoken words, total spoken turns, and interruptions among the learners.
That is to say, participating in a conversation dominated by a learner with high self-esteem can influence the outcomes of language learning process.
Research Questions and Hypothesis The present study attempts to answer the following research questions: Is there any relationship between Iranian female EFL learners’ self-esteem and conversational dominance in terms of total spoken words, total spoken turns, and interruptions?
Based on the above mentioned research question and the existing literature on the topic, the following hypothesis was presented: H1: There is a relationship between Iranian female EFL learners’ self-esteem and conversational dominance in terms of total spoken words, total spoken turns, and interruptions.
Results The present study aimed to investigate possible correlation between self-esteem scores and components of conversational dominance in speaking performance.
A high level of correlation and predictability was obtained for Iranian EFL learners’ self-esteem measures and the three components of conversational dominance in terms of total spoken words, total spoken turns, and interruptions among the learners.