Journal of Studies in Applied Language (JSAL)
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1- Department of English Language, Lahijan Branch, Islamic Azad University, Lahijan, Iran
2- Department of English Language, Lahijan Branch, Islamic Azad University, Lahijan, Iran , farrokh_p@yahoo.com
2- Department of English Language, Lahijan Branch, Islamic Azad University, Lahijan, Iran , farrokh_p@yahoo.com
Abstract: (198 Views)
According to Social Cognitive Theory , learning is affected by cognitive, behavioral, and environmental factors. This study intended to examine the possible relationship between EFL teachers’ personality type, age, attire and Iranian intermediate EFL learners’ motivation for foreign langauge learning. Eysenck personality questionnaire (EPQ) was administered to eight EFL teachers to determine their type of personality trait. Next, the motivation questionnaire was given to 100 male and female EFL learners to investigate the participants’ motivation in learning the English language. A truth-by-consensus method was used for determining the teachers’ level of attire. Finally, the questionnaires were collected and analyzed. It was concluded that there was a significant and small relationship between personality types and motivation scores at 5% significant level. However, the relationship between teachers' attire and motivation was strong. According to the findings of Pearson correlation test, the correlation between EFL teachers’ age and motivation was small (r= -.320).
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