The Role of Social Factors in Iranian University Students' Predispositions towards Autonomous Language Learning

Autor/inn/en	Naeeini, Sara Kashefian; Riazi, Abdolmehdi; Salehi, Hadi
Titel	The Role of Social Factors in Iranian University Students' Predispositions towards Autonomous Language Learning
Quelle	In: Advances in Language and Literary Studies, 3 (2012) 2, S.41-51 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2203-4714
Schlagwörter	Social Influences; Second Language Learning; Student Attitudes; Statistical Analysis; Age Differences; Gender Differences; Foreign Countries; Independent Study; Personal Autonomy; Undergraduate Students; Majors (Students); English Literature; Likert Scales; Questionnaires; English (Second Language); Second Language Instruction; Marital Status; Self Evaluation (Individuals); Academic Achievement; Self Esteem; Iran + Suchen Sie Ihr Suchwort? Sozialer Einfluss; Zweitsprachenerwerb; Schülerverhalten; Statistische Analyse; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Ausland; Selbststudium; Individuelle Autonomie; Englische literatur; Likert-Skala; Fragebogen; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Familienstand; Schulleistung; Self-esteem; Selbstaufmerksamkeit
Abstract	In order to meet the demands of the changing world, students should become endowed with the ability to learn perpetually and regard learning as a life-long enterprise. This study investigated those learners belief which showed learners' predispositions toward autonomy and some social factors such as gender, academic achievement, marital status and age were taken into consideration. All BA and MA students majoring in English Literature at the department of Foreign Languages of Shiraz University of Iran were involved. The data were collected through a questionnaire the items of which were obtained from two questionnaires by Cotterall (1995) and Cotterall (1999) which were incorporated into a five-point Likert-type rating scale. Factor analysis of responses of students revealed the existence of five underlying factors for learner autonomy which were learner independence, dependence on the teacher, learner confidence, attitudes towards language learning and self-assessment. Based on t-test for independent samples and Analysis of Variance it came to light that age and gender did not have impact on students' readiness for autonomy while martial statues influenced students' self-assessment. Moreover, good academic achievement positively influenced their predispositions towards autonomous language learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01