saeedeh Javidkar; hoda Divsar; Masoud Saeedi; Ali Hadavizadeh
Abstract
The current study investigated whether autonomy-supportive teaching (AST) could predict EFL learners’ willingness to communicate (WTC), self-regulation (SR), academic engagement (AE), and perceived locus of control (LOC). To this end, 120 intermediate EFL learners were selected based on convenience ...
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The current study investigated whether autonomy-supportive teaching (AST) could predict EFL learners’ willingness to communicate (WTC), self-regulation (SR), academic engagement (AE), and perceived locus of control (LOC). To this end, 120 intermediate EFL learners were selected based on convenience sampling. To ensure the participants’ familiarity with autonomy supporting strategies, they received instruction based on Reeve’s (2009) model in 18 sessions. Oxford Quick Placement Test, Learning Climate Questionnaire, Willingness to Communicate Questionnaire, Academic Self-regulated Learning Scale, Academic Engagement Questionnaire, and Index of Internal Locus of Control were utilized to gather the data. Partial least squares structural equation modeling (PLS-SEM) was evaluated on path coefficient estimates, t-value, the effect sizes (f2), and the coefficient of determination (R2). The overall model fit SRMR < 0.080 < HI95 supported the postulated model. The f2 values for the weight of the magnitude effect size predicted a significant effect size in the structural model. The results of R2 revealed significant positive paths from AST to SR, AE, WTC, and LOC implying that the observants merged in coalition with each other in a contingent context to predict the viability of autonomy-supportive teaching. Further significant paths were identified from SR to WTC and AE, and from AE and the LOC to WTC. The findings also indicated that AE and SR indirectly influence learners’ WTC via LOC. The study offers theoretical and pedagogical implications to EFL teachers and students.
