Open AccessSTRUCTURAL EQUATION MODEL OF TEACHERS' MINDSETS, SELF-EFFICACY, AND EMOTIONAL EXPERIENCES AND IRANIAN EFL LEARNERS' WILLINGNESS TO COMMUNICATE AND L2 MOTIVATIONAL SELF SYSTEM
Author(s) -
Zahra Amirian,
Mitra Shayanfar,
Mohsen Rezazadeh
Publication year - 2021
Publication title -
journal of languages and language teaching
Language(s) - English
Resource type - Journals
eISSN - 2621-1378
pISSN - 2338-0810
DOI - 10.33394/jollt.v9i4.4286
Subject(s) - psychology , structural equation modeling , willingness to communicate , self efficacy , burnout , social psychology , emotional intelligence , developmental psychology , clinical psychology , statistics , mathematics
This study aimed at investigating the interrelationships between EFL teachers' mindsets, self-efficacy, and emotional experiences and Iranian EFL learners' willingness to communicate (WTC) and L2 motivational self system (L2MSS). The participants of this study were 100 Iranian teachers and 501 students of the same EFL teachers, both male and female randomly selected from high schools. To fulfill the purpose of the study, teachers were asked to complete four questionnaires to measure their implicit theories of intelligence, efficacy, and emotional experiences including their burnout symptoms. Learners were required to complete two questionnaires to measure their willingness to communicate and L2 motivational self system. The results of Structural Equation Modeling (SEM) revealed a significant structural relationship among all variables. Results also indicated that motivation was the strongest direct predictor of willingness to communicate. WTC was also indirectly correlated with teachers' implicit theories, efficacy, and emotional experiences through the mediating effect of L2MSS.