An Exploratory Empirical Research on Hope for Learning English as a Foreign Language

Autor/inn/en	Ghadyani, Fariba; Tahririan, Mohammad Hassan; Afzali, Katayoon
Titel	An Exploratory Empirical Research on Hope for Learning English as a Foreign Language
Quelle	In: Language Teaching Research Quarterly, 27 (2022), S.24-44 (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Psychological Patterns; Student Attitudes; Advanced Students; Adult Students; Item Analysis; Questionnaires; Correlation; Intervention; Program Development; Foreign Countries; Taxonomy; Student Characteristics; Gender Differences; Age Differences; Language Proficiency; Goodness of Fit; Interrater Reliability; Measures (Individuals); Learning Processes; Iran + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Schülerverhalten; Fortgeschrittener; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Itemanalyse; Fragebogen; Korrelation; Programmplanung; Ausland; Taxonomie; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; Language skill; Language skills; Sprachkompetenz; Interrater-Reliabilität; Messdaten; Learning process; Lernprozess
Abstract	There is a dearth of research on hope in studies of second or foreign (L2) language learning. Therefore, the present research contributes conceptually to a deep understanding of hope for learning English as a foreign language and the ways it may be developed. To do so, an exploratory mixed-methods design was employed. Using in-depth interviews, qualitative data was collected from the advanced-level adult Iranian EFL learners. Grounded-based analysis of the data led to the emergence of forty-seven items tied to seven main components as well as inter-relationships between them. In the quantitative phase, a 47-item questionnaire of hope for learning EFL was designed and then piloted. Next, to test the validity of the piloting phase findings, the refined 46-item questionnaire of hope for learning EFL was administered to a convenience sample of EFL learners (n=330). Statistical analyses of the testing data confirmed that forty-six items are linked to seven broad underlying components of hope for learning EFL. The main factors building the construct of hope for learning EFL were confirmed. Moreover, core factor, interconnections between the identified components were developed and validated. The findings can provide invaluable clues as to the development of educational interventionist programs in the future. (As Provided).
Anmerkungen	European Knowledge Development (EUROKD). e-mail: editorial@eurokd.com; Web site: https://www.eurokd.com/journal/jd/1
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01