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Assessing the Contribution of EFL Learners’ Motivation, Enjoyment, and Self-Regulation to their Aural Vocabulary Knowledge | ||
| Issues in Language Teaching | ||
| مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 18 تیر 1405 | ||
| نوع مقاله: Research Paper | ||
| شناسه دیجیتال (DOI): 10.22054/ilt.2026.90803.958 | ||
| نویسندگان | ||
| Seyed Mohammad Reza Amirian1؛ Maryam Sabouri* 2؛ Seyedeh Khadijeh Amirian3؛ Mostafa Azari Noughabi4 | ||
| 1Associate Professor of Applied Linguistics, Department of English Language and Literature, Hakim Sabzevari University, Sabzevar, Iran | ||
| 2Postdoctoral researcher in Applied Linguistics, Department of English Language and Literature, University of Tabriz | ||
| 3Ph.D. in Educational Psychology, University of Tehran, Tehran, Iran | ||
| 4PhD in Applied Linguistics, Department of English Language and Literature, Hakim Sabzevari University, Sabzevar, Iran | ||
| چکیده | ||
| Vocabulary knowledge is a central component of language competence, yet the aural dimension of vocabulary and its psychological correlates remain underexplored in English as a Foreign Language (EFL) contexts. Addressing this gap, this study examined whether Iranian EFL learners’ second language (L2) motivation, foreign language enjoyment (FLE), and self-regulatory capacity in vocabulary learning predict their aural vocabulary knowledge (AVK). A total of 122 undergraduate EFL students at Hakim Sabzevary University completed four instruments: the Motivation Questionnaire (Taguchi et al., 2009), the Foreign Language Enjoyment Scale (Dewaele & MacIntyre, 2014), the Self-Regulation Scale (Tseng et al., 2006), and the AVK Test (Taguchi & Kaya, 2019). Multiple regression and path analyses were conducted using SPSS. The results showed that enjoyment and self-regulation were significantly correlated with AVK, whereas L2 motivation was not. In the regression model, only self-regulation significantly predicted AVK, highlighting the pivotal role of learners’ self-regulatory capacity in aural vocabulary development. Path analysis further revealed a significant indirect effect of enjoyment on AVK through self-regulation, indicating that enjoyment facilitates AVK primarily by enhancing learners’ self-regulatory behaviours. These findings underscore the importance of fostering both enjoyment and self-regulation in pedagogical interventions aimed at improving EFL learners’ AVK and, by extension, their listening proficiency. | ||
| کلیدواژهها | ||
| aural vocabulary knowledge؛ enjoyment؛ L2 motivation؛ self-regulation؛ vocabulary learning | ||
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آمار تعداد مشاهده مقاله: 9 |
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