Adverse Effects of Cyber-Psychological Variables on the Productive Academic Behavior of Iranian EFL Learners with Xenoglossophobia Amid COVID-19 Pandemic مقاله

Thisstudyexaminedthepossibleadverseeffectsofcyber-psychologicalvariablesontheproductiveacademicbehaviorofIranianEnglishasaForeignLanguage(EFL)learnerswithXenoglossophobiainE-learningamidtheCOVID-19pandemic.Accordingtoasequen-tialexploratorymixed-methoddesign,inthequalitativephase,acom-prehensivemeta-integrationwasconductedfor573relatedstudiestodeterminethepossibleinfluencingcyber-psychologicalvariables.Inthequantitativephase,tomeasuretheadverseeffectsofthedetermined cyber-psychologicalvariables,avalidandreliablequestionnairewasgen-eratedtobefilledby249convenientlyselectedmaleandfemaleIranianEFLlearnerswhosufferedfrommoderatetohighlevelsofXenoglosso-phobia.TheresultsindicatedthesignificantadverseeffectsofTechno-phobia(fearoftechnology),Technostress(E-learningstress),identitytrauma(conflictofonlineidentityandreal-worldself-identity),COVID-19news(infodemicordisinfodemic),Coronaphobia(fearofCOVID-19pandemic),andAtychiphobia(fearoffailure)ontheproductiveaca-demicbehaviorofIranianEFLlearnerswithXenoglossophobia.Asaninterdisciplinarystudy,theresultsmaybenefitdifferentfieldsofsciencesuchasTEFL,cyber-psychology,andeducationaltechnologybyshed-dinglightontheramifiednegativebehavioraleffectsexposedbythecyber-psychologicalvariablesthatnotonlyaffectedtheperformanceofEFLlearnersbutalsotheirperceptionstowardE-learning