Basic Psychological Needs Satisfaction, Goal Orientation, Willingness to Communicate, Self-efficacy, and Learning Strate
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Basic Psychological Needs Satisfaction, Goal Orientation, Willingness to Communicate, Self‑efficacy, and Learning Strategy Use as Predictors of Second Language Achievement: A Structural Equation Modeling Approach Rahime Karbakhsh1 · Mohammad Ahmadi Safa2
© Springer Science+Business Media, LLC, part of Springer Nature 2020
Abstract The study of the complex impact of the cognitive and psychological factors’ interplay in learning process has for long obsessed educational researchers. In an attempt to partially address the issue, the present study investigates the direct and indirect interrelationship among Iranian EFL learners’ basic psychological needs satisfaction, goal-orientation, willingness to communicate, learning strategy use, self-efficacy and second language achievement through a path analytic research design. To this end, 506 Iranian undergraduate English students took the related questionnaires and based on the collected data, a hypothesized model of interrelationship among variables was tested using AMOS statistical package. According to the final path analytic tested model, L2 achievement was predicted by goal orientation, self-efficacy, and learning strategy use. Moreover, while basic psychological needs satisfaction did not directly predict L2 achievement, it was indirectly associated with L2 achievement through goal orientation. The findings imply that the teachers need to first identify the most relevant individual sources of performance variation in their context and next design procedures to maximally cope with inhibitive psychological or cognitive factors which associate with their learners’ rate and route of learning. Moreover, language learners need to be more oriented towards setting their future goals, believing in their capabilities, and use more learning strategies. Keywords Cognitive individual differences · Psychological individual differences · L2 achievement · Iran
* Mohammad Ahmadi Safa [email protected]; [email protected] Rahime Karbakhsh [email protected] 1
TEFL, Bu Ali Sina University, Hamedan, Iran
2
TEFL, English Depatment, Bu Ali Sina University, Hamedan, Iran
13
Vol.:(0123456789)
Journal of Psycholinguistic Research
Introduction Second language (L2) learning process is more complex, gradual, nonlinear, dynamic, social, and variable than had been recognized (Larsen-Freeman 2007, p. 35) and the factors that predict second/foreign language achievement have for long been at the researchers’ focus of attention (Matsuda and Gobel 2004). Moreover, a major concern regarding L2 learning has always been why many learners fail to master the language. As Dörnyei (2005, p. 15) puts it “it has been long observed that there is a particularly wide variation among language learners in terms of their ultimate success in mastering an L2 and therefore the answer to this question is related to the cognitive and affective individual differences”. L2 learners’ personality traits, as instances of individual differences, has recently claimed a grave significance for
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