Abstract
Within SDT framework, many investigations have been done in the field of language learning showing teachers’ instructional behaviors can affect students’ perceived self-determination and learning outcomes (Noels, Clement, & Pelletier, 1999). In this paper, not only Iranian English teachers’ instructional behaviors, but also the relationship between students’ perceived instructional behaviors and their perceived self-determination were explored in a sample of 210 university students by means of questionnaires. The results indicated that the students agreed their teachers’ instructional behaviors were autonomy supportive, whereas they agreed that their teachers’ behaviors were controlling. They also indicated a significantly positive relationship between the students’ perceived teachers’ autonomy-supportive instructional behaviors and their perceived self-determination on the one hand, and on the other a non significant correlation between teachers’ controlling behaviors and students’ perceived self-determination. The findings of this study have implications for teachers to develop their autonomy-supportive behaviors to promote students’ autonomy in learning English.
Highlights
Franz Kafka (1940) once said that the book is the axe by which we break open the frozen seas within us
The Narrative experimental group consisted of 28 participants including 19 females and 9 males, the Non-narrative experimental group was a combination of 22 females and 13 males (35 participants), and the control group consisted of 24 participants 8 males and 16 females
The results indicate a significant relationship between using narratives in L2 classes and improvement of learners’ reading comprehension ability
Summary
Franz Kafka (1940) once said that the book is the axe by which we break open the frozen seas within us. This metaphorical expression signifies that reading books has the power to open up persons' emotions and sometimes have the power to change the majority of our opinions. Learning to read is important for several purposes ranging from general learning to academic achievements. There are findings in applied linguistics and reading research (Musen, 2010; Kong, Powers, Starr, & Williams, 2012) that confirm a close relationship between reading ability and educational success from primary schools to institutions of higher education: those students who are more experienced in reading and who comprehend what they read typically get higher marks (Pretorius, 2002). According to Chastain (1988, p. 216), “reading is a basic and complementary skill in language learning.” reading comprehension in second or foreign language contexts, reading authentic materials, can help second language (L2) learners develop their communicative ability
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