Document Type : Research Article
Authors
Abstract
The purpose of this study was to investigate the role of self-efficacy, language learning orientations and language learning strategies on English academic achievement among third graders of junior High Schools. Participants included 164 (female=83, male=81) students who were selected by cluster random sampling. The research method was descriptive-correlation. The variables were Measured by Sherer's general self-efficacy scale (GSES), language learning orientations scale (LLOS), strategy inventory for language learning (SILL) and a English academic achievement test. Data were using analyzed using SPSS software. Pearson correlation test showed that there was a meaningful and positive relation among self-efficacy, cognitive strategies, meta-cognitive strategies, intrinsic motivation and English academic achievement. There was a meaningful and negative relationship among amotivation orientation and English academic achievement. Also, Stepwise Regression Analyses and Beta Test indicated that amotivation orientation, self-efficacy and intrinsic motivation were the best prediction for English academic achievement. The results of this study indicated the effect of self-efficacy, language learning orientations and language learning strategies on English academic achievement.
Keywords
فارسی
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لاتین
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