مرکز منطقه ای اطلاع رساني علوم و فناوري -

Abstract :

Abstract. Different social, cognitive, and affective factors are deemed to affect the second language acquisition process. The present study attempted to occupy some of these niches by studying the relationship between Iranian EFL learners’ self-esteem, willingness to communicate, intrinsic and extrinsic motivation, and self-perceived oral participation in classroom. The participants of this study were 218 students of the intermediate level who were learning English language in private institutes in Shiraz. The participants took four questionnaires in two successive sessions. The results showed that there exists a strong relation between the learners’ WTC and intrinsic motivation. The relationship between WTC level of learners and their extrinsic motivation, however, was found to be significant but small. Although intrinsic motivation was significantly associated with all WTC components, extrinsic motivation was significantly related to reading, writing, and speakingWTC components, but not with the listening component. The relationship between the participants’ WTC and self-esteem was significant. The components of WTC were also significantly correlated with the participants’ selfesteem. The participants’ self-esteem level was not correlated with the amount of participation in pair activities. However, their self-esteem level was significantly correlated with the amount of the participants’ participation in group and whole class activities.