The Effect of Time-Management Training on Test-Anxiety and Self-Efficacy of Iranian Intermediate EFL Learners

Autor/inn/en	Behnam, Biook; Jenani, Shalaleh; Ahangari, Saeideh
Titel	The Effect of Time-Management Training on Test-Anxiety and Self-Efficacy of Iranian Intermediate EFL Learners
Quelle	In: Iranian Journal of Language Teaching Research, 2 (2014) 1, S.45-61 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2322-1291
Schlagwörter	Foreign Countries; Time Management; English (Second Language); Second Language Instruction; Majors (Students); College Students; Quasiexperimental Design; Test Anxiety; Self Efficacy; Scores; Experimental Groups; Control Groups; Training; Comparative Analysis; Surveys; Program Effectiveness; Iran + Suchen Sie Ihr Suchwort? Ausland; Zeitmanagement; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Collegestudent; Examination phobia; Testangst; Prüfungsangst; Self-efficacy; Selbstwirksamkeit; Ausbildung; Survey; Umfrage; Befragung
Abstract	The present study aimed to examine the effect of time-management training on Iranian EFL learners' test-anxiety and self-efficacy. A quasi-experimental design was used. The study was carried out in Tabriz Azad University and University of Applied Sciences and Technology. Thirty-eight BA students majoring in TEFL who enrolled in the above mentioned context in the academic year 1390-1391 participated in the study. The instruments used in the study were Time-Management Behavior Scale constructed by Macan, Shahani, Dipboye, et al. (1990), General Self-Efficacy Scale constructed by Jerusalem and Schwarzer (1992) and Westside Test-Anxiety Scale constructed by Driscoll (2007).The results indicated that there was a significant difference between the mean scores of experimental group's test-anxiety before and after time-management training and also there was a significant difference between the mean scores of experimental group and control group's test-anxiety after intervention. These findings also apply to the mean scores of self-efficacy. Therefore, it can be concluded that time-management training affects EFL learners' test-anxiety and self-efficacy. The findings of this study have some implications for researchers, teachers, universities and institutions. (As Provided).
Anmerkungen	Urmia University Press. Faculty of Literature and Humanities, Urmia, 165, Iran; Tel: +98-44-32752741; Fax: +98-44-32752746; e-mail: info@urmia.ac.ir; Web site: http://www.urmia.ac.ir/ijltr
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01