Advanced EFL Learners Perfectionism and Reflectivity/Impulsivity as Predictors of Speaking Anxiety [پايان نامه لاتين]
Elham Khodayari
| Record Identifier: | 16936 |
| Title: | Advanced EFL Learners Perfectionism and Reflectivity/Impulsivity as Predictors of Speaking Anxiety |
| Personal Name: | Elham Khodayari |
| Studied Course: | Teaching English as a Foreign Language (TEFL) |
| Supervisor: | Dr. Masood Siyyari |
| College: | Humanities |
| Univercity: | Khatam |
| Degree: | Master |
| Studied Year: | 2019 |
| Abstract: | The area of interdisciplinary research has always received noticeable attention. One area of research in psychology and education which is of both interdisciplinary nature and appeal to researchers is the area of personality and individual differences. Specifically, personality traits can be considered significant in interdisciplinary research as they have been found to cause or be correlated with many other educational, psychological, and occupational variables. One of such variables is speaking anxiety as the most anxiety provoking skill in the EFL classes. Two other variables are perfectionism and reflectivity/impulsivity as two noteworthy characteristics of personality. Therefore, the aim of this study was to investigate the relationship between perfectionism, reflectivity/impulsivity and speaking anxiety among advanced EFL learners. Furthermore, the predictability of speaking anxiety by perfectionism and reflectivity/impulsivity were examined. Additionally, this study explored how perfectionism and reflectivity/impulsivity may have an impact on speaking anxiety. To achieve this purpose, a total of 125 advanced EFL learners from different institutes with their ages ranging from 17 to 43 participated in quantitative phase of the study by using convenient sampling. Moreover, based on extreme or deviant case sampling 15 participants took part in the qualitative phase of the study. In order to collect the data, three questionnaires including Almost Perfect Scale- Revised, Barratt Impulsiveness Scale- 11, and Public Speaking Class Anxiety Scale were used. After administration of questionnaires, semi-structured interview was conducted with four groups of participants, so the research employed mixed-methods design. The quantitative results using Pearson Product Moment correlation, Principal Component Analysis, and Multiple Regression analysis demonstrated that there was a significant and positive relationship between perfectionism and speaking anxiety in the EFL context. Similarly, total impulsivity and most of its components had positive and significant relationship with speaking anxiety. Furthermore, quantitative findings showed that predictor variables only together can significantly predict speaking anxiety. Qualitative results confirmed that high perfectionist learners experienced more speaking anxiety compared to low perfectionists. Moreover, both high impulsive and low impulsive (high reflective) learners reported high levels of foreign language speaking anxiety. This study enables language learners, teachers, examiners, and researchers to take into consideration the impact of psychological issues on language learning in their performance, teaching activities, evaluations, and research projects. |
| شماره ثبت | نسخه | جلد | بخش | مرجع | شماره بازیابی | در دست امانت | تاریخ بازگشت | ملاحظات | |
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