On the effect of Language Proficiency on Learners’ Autonomy and Motivation

Abbas Ali Zarei,Nasrin Zarei

doi:10.17722/jell.v3i2.57

Abstract

The present study aimed at investigating the effect of Iranian EFL learners’ proficiency level on their motivation and autonomy. To this end, 141 English major participants, both male and female, at Imam Khomeini International University and Kar non-profit university in Qazvin, Iran were asked to fill in two questionnaires on motivation and learner autonomy. Attitude/Motivation Test Battery (AMTB) and an autonomy questionnaire developed by Zhang and Li (2004) were used to assess these variables. Also, the participants’ proficiency level was checked using their scores on the Michigan Test of English Language Proficiency (MTELP). The collected data were analyzed using the Kruskal-Wallis procedure, and the findings revealed that the students’ language proficiency did not influence their motivation and autonomy. In other words, language proficiency was not an influential factor in students’ motivation and autonomy. The results of the present study may be helpful for teachers, learners and syllabus designers. A clear understanding of the nature of the relationship between language proficiency and traits like motivation and autonomy can help those involved in language teaching and learning to make more informed decisions about the steps to take to improve the above-mentioned traits.

Highlights

Nowadays, learning English as a foreign (EFL) or second language (ESL) is turning to a vital and inevitable issue all around the world
Motivation and learner autonomy play a remarkable role in language learning
The first research question attempted to see whether there is any significant difference in the motivation of learners at different proficiency levels

Summary

Introduction

Nowadays, learning English as a foreign (EFL) or second language (ESL) is turning to a vital and inevitable issue all around the world. This has led numerous students to enroll in these courses. Getting more information about different factors that result in successful second or foreign language learning is a goal that anyone within the field is interested in. From among these factors, motivation and learner autonomy play a remarkable role in language learning. Dickinson (1995) [12] compares the role of autonomy and motivation in language learning and concludes:

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Discussion

Conclusion