The Relationship among Autonomy, Self-confidence and Written Performance between Iranian Male and Female EFL Learners

Journal of Studies in Learning and Teaching English

دوره 11، شماره 1 - شماره پیاپی 21، خرداد 2022، صفحه 241-267   

نوع مقاله: Original Research Paper

نویسندگان

Farnaz Sahebkheir^{* 1}؛ Rahim Vahidi²

¹Department of English Language Teaching, Tabriz Branch, Islamic Azad University, Tabriz, Iran

²islamic azad university-Tabriz branch

چکیده

According to the questions of this study, the purposes of this study are as follows: First, the aim of this study is to examine if there is any relationship between written autonomy and written performance of male EFL learners. Second, it tries to find out if there is any relationship between written self-confidence and written performance of male EFL learners. Third, it ties to find out if there is any relationship between written autonomy and written performance of female EFL learners. Fourth, it tries to examine if there is any relationship between written self-confidence and written performance of female EFL learners. Fifth, it tries to examine if there is any relationship between written self-confidence and written autonomy of Iranian EFL Learners. Sixth, it tries to find out if there is any significant difference between written autonomy of Iranian Male and female EFL learners. Finally, it tries to examine if there is a significant difference between written Self-confidence of Iranian Male and female EFL learners. The results show that as a whole there is no difference between male and female written performance considering self-confidence and autonomy. Furthermore, there is no difference between self-confidence and written performance of men and female students. There is a significant difference between autonomy and written performance of male students; however, there isn’t any significant difference between autonomy and written performance of female students. As a whole, the mean score for autonomy is higher among female students.

کلیدواژه‌ها

Autonomy؛ Learner autonomy؛ Learning؛ Self-confidence؛ Written Performance