Predicting EFL Learners’ Cognitive Engagement Based on Achievement Goals

Journal of Language and Translation

مقاله 4، دوره 12، شماره 3، مهر 2022، صفحه 49-64   

نوع مقاله: Research Articles

شناسه دیجیتال (DOI): 10.30495/ttlt.2022.692133

نویسندگان

Saeed Ahmadi^{* 1}؛ Mohammadreza Nasr^{* 2}

¹English Department, Bushehr Branch, Islamic Azad University, Bushehr, Iran

²English Department, National Iranian Oil Company, Iran

چکیده

The purpose of the current study is to investigate the relationship between cognitive engagement and achievement goals. It also examines which type of achievement goals, i.e., mastery approach goal, performance-approach goal, mastery avoidance goal, and the performance-avoidance goal is the strongest predictor of cognitive engagement. A quantitative approach has been employed for the purposes of this study. To this end, 183 advanced Iranian EFL learners filled out two validated Likert scale questionnaires on achievement goals (Elliot & Murayama, 2008) and cognitive engagement (Gunuc & Kuzu, 2015) entailing 12 and 10 items, respectively. The findings of the two self-report questionnaires revealed that cognitive engagement and achievement goals were positively correlated. Cognitive engagement was also found to be positively and significantly correlated with the mastery approach and performance approach. Likewise, the results of the multiple linear regression analysis manifested that the mastery approach and the performance approach were ranked as the first and second significant predictors of cognitive engagement, respectively. The study holds crucial pedagogical implications for EFL teachers, educators, and syllabus designers. In light of the findings of the present study, applied linguists and educational psychologists may explore new lines of approach to cognitively engage language learners on the path to achieving their learning goals.

کلیدواژه‌ها

Achievement goals؛ Cognitive engagement؛ Mastery approach؛ Performance-approach

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