تعداد نشریات | 22 |
تعداد شمارهها | 315 |
تعداد مقالات | 3,327 |
تعداد مشاهده مقاله | 3,566,036 |
تعداد دریافت فایل اصل مقاله | 2,598,508 |
Interplay of Spiritual Intelligence and Foreign Language Enjoyment in Willingness to Communicate: A Case of High School EFL Students | ||
Applied Linguistics Inquiry | ||
مقاله 8، دوره 3، شماره 1، خرداد 2025، صفحه 108-120 اصل مقاله (439.52 K) | ||
نوع مقاله: Original Article | ||
شناسه دیجیتال (DOI): 10.22077/ali.2025.9117.1115 | ||
نویسندگان | ||
Farzad Sabeki1؛ Ali Beikian* 2؛ Elahe Alikarimi3؛ Rezvaneh Karimzadeh4 | ||
1Ph.D. Candidate in Applied Linguistics, Faculty of Management and Humanities, Department of English, Chabahar Maritime University, Chabahar, Iran | ||
2Assistant Professor of Translation Studies, Faculty of Management and Humanities, Department of English, Chabahar Maritime University, Chabahar, Iran | ||
3M.A. in Applied Linguistics, Rafsanjan Office of General Education, Ministry of Education of Rafsanjan, Rafsanjan, Iran | ||
4M.A. in Applied Linguistics, Chabahar Office of General Education, Ministry of Education of Chabahar, Chabahar, Iran | ||
چکیده | ||
Language learning is a multifaceted process influenced by a range of cognitive, emotional, and psychological factors. This study explores the relationships among spiritual intelligence (SI), foreign language enjoyment (FLE), and willingness to communicate (WTC) among Iranian high school learners of English as a Foreign Language (EFL). A quantitative approach was employed, utilizing structural equation modeling (SEM) to analyze data collected from 280 high school students in Kerman Province, Iran. The participants, selected through convenience sampling, included 78 males and 202 females, with ages ranging from 16 to 19 years. Data were gathered using three validated instruments, i.e., a WTC questionnaire, an SI scale, and an FLE scale. The findings reveal robust positive correlations among the three constructs, with both SI and FLE emerging as significant predictors of WTC. Additionally, a strong interdependence was observed between SI and FLE, highlighting their mutually reinforcing roles in shaping learners’ communicative tendencies. These results underscore the importance of integrating psychological and emotional dimensions into language education, offering valuable insights for educators seeking to enhance learners’ willingness to engage in communication. | ||
تازه های تحقیق | ||
Abdollahzadeh, H., Kashmiri, M., & Arabameri, F. (2008). SI questionnaire. Tehran: Azmoon Yar Pouya Institute. Aghaei, H., Behjat, F., & Rostampour, M. (2014). Investigating the relationship between Iranian high school female students’ SI, language proficiency, and self-esteem. International Journal of Language and Linguistics, 2(6–1), 12–19. https://doi.org/10.11648/j.ijll.s.2014020601.14 Akkas, F., Tekin, I., & Aydin, S. (2022). A Correlational study on enjoyment and anxiety in a foreign language learning context. International LET-IN Conference. Alrabai, F. (2024). Modeling the relationship between classroom emotions, motivation, and learner WTC in EFL: applying a holistic approach of positive psychology in SLA research. Journal of Multilingual and Multicultural Development, 45(7), 2465–2483. https://doi.org/10.1080/01434632.2022.2053138 Amram, Y., & Dryer, C. (2008). The integrated SI scale (ISIS): Development and preliminary validation. 116th Annual Conference of the American Psychological Association, 1, 46. Azadi, M., Maftoon, P., & Alemi, M. (2022). Developing and validating an EFL learners’ SI inventory: A mixed-methods study. Language and Translation, 12(4), 87–106. Azizi, M., & Zamaniyan, M. (2013). The relationship between SI and vocabulary learning strategies in EFL learners. Theory and Practice in Language Studies, 3(5). https://doi.org/10.4304/tpls.3.5.852-858 Babazadeh, Z., Sotoudehnama, E., & Nafissi, Z. (2018). The relationship between SI, multiple intelligences, and language learning strategies. Journal of English Language Teaching and Learning, 10(21), 205–222. Benevene, P., De Stasio, S., & Fiorilli, C. (2020). Well-being of school teachers in their work environment. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.01239 Botes, E., Dewaele, J.-M., & Greiff, S. (2022). Taking stock: A meta-analysis of the effects of FLE. Studies in Second Language Learning and Teaching, 12(2), 205–232. https://doi.org/10.14746/ssllt.2022.12.2.3 Burgoon, J. K. (1976). The unwillingness‐to‐communicate scale: Development and validation. Communication Monographs, 43(1), 60–69. https://doi.org/10.1080/03637757609375916 Cao, Y. K. (2014). A sociocognitive perspective on second language classroom WTC. TESOL Quarterly, 48(4), 789–814. https://doi.org/10.1002/tesq.155 Collier, J. E. (2020). Applied SEM using AMOS. Routledge. https://doi.org/10.4324/9781003018414 Derakhshan, A., Dewaele, J.-M., & Azari Noughabi, M. (2022). Modeling the contribution of resilience, well-being, and L2 grit to foreign language teaching enjoyment among Iranian English language teachers. System, 109, 1–11. https://doi.org/10.1016/j.system.2022.102890 Derakhshan, A., Solhi, M., & Azari Noughabi, M. (2023). An investigation into the association between student-perceived affective teacher variables and students’ L2-Grit. Journal of Multilingual and Multicultural Development, 46(3), 798–814. https://doi.org/10.1080/01434632.2023.2212644 Dewaele, J.-M., Chen, X., Padilla, A. M., & Lake, J. (2019). The flowering of positive psychology in foreign language teaching and acquisition research. Frontiers in Psychology, 10. https://doi.org/10.3389/fpsyg.2019.02128 Dewaele, J.-M., & Dewaele, L. (2018). Learner-internal and learner-external predictors of WTC in the FL classroom. Journal of the European Second Language Association, 2(1), 24. https://doi.org/10.22599/jesla.37 Dewaele, J.-M., & Macintyre, P. (2014). The two faces of Janus? anxiety and enjoyment in the foreign language classroom. Studies in Second Language Learning and Teaching, 4, 237–274. https://doi.org/10.14746/ssllt.2014.4.2.5 Dewaele, J.-M., Witney, J., Saito, K., & Dewaele, L. (2018). FLE and anxiety: The effect of teacher and learner variables. Language Teaching Research, 22(6), 676–697. https://doi.org/10.1177/1362168817692161 Dornyei, Z., & Ryan, S. (2015). The psychology of the language learner revisited. Routledge. https://doi.org/10.4324/9781315779553 Emmons, R. A. (2000). Is spirituality an intelligence? Motivation, cognition, and the psychology of ultimate concern. International Journal for the Psychology of Religion, 10(1), 3–26. https://doi.org/10.1207/S15327582IJPR1001_2 Estaji, M., & Pourmostafa, P. (2020). The mediating role of SI and teaching experience in perceived leadership styles of EFL teachers: A structural equation modelling analysis. Journal of Higher Education Policy And Leadership Studies, 1(1), 82–106. https://doi.org/10.29252/johepal.1.1.82 Fallah, N. (2014). WTC in English, communication self-confidence, motivation, shyness and teacher immediacy among Iranian English-major undergraduates: A SEM approach. Learning and Individual Differences, 30, 140–147. https://doi.org/10.1016/j.lindif.2013.12.006 Field, A. (2024). Discovering statistics using IBM SPSS statistics (Sixth Edit). Sage Publications Limited. Fredrickson, B. (2001). The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. American Psychologist, 56(3), 218–226. https://doi.org/10.1037/0003-066X.56.3.218 Fredrickson, B. (2003). The value of positive emotions. American Scientist, 91(4), 330. https://doi.org/10.1511/2003.4.330 Fredrickson, B. (2006). The broaden-and-build theory of positive emotions. In A Life Worth Living (pp. 85–103). Oxford University PressNew York, NY. https://doi.org/10.1093/oso/9780195176797.003.0006 Gardner, H. (1983). The theory of multiple intelligences. Heinemann. Hassan, A. (2009). Emotional and SIs as a basis for evaluating the national philosophy of education achievement. Research Journal of International Studies, 12, 59–66. King, D. B. (2009). Rethinking claims of SI: A definition, model, and measure. Unpublished Master’s Thesis, Trent University, Peterborough, Ontario, Canada. Kline, R. B. (2023). Principles and practice of structural equation modeling. Guilford publications. Kruk, M. (2022). Dynamicity of perceived WTC, motivation, boredom and anxiety in Second Life: the case of two advanced learners of English. Computer Assisted Language Learning, 35(1–2), 190–216. https://doi.org/10.1080/09588221.2019.1677722 Lee, J. S., & Hsieh, J. (2019). Affective variables and WTC of EFL learners in in-class, out-of-class, and digital contexts. System, 82, 63–73. https://doi.org/10.1016/j.system.2019.03.002 Ma, L., Liu, L., & Liu, J. (2024). Mediation of enjoyment and burnout in the link between teacher-student relationships and foreign language achievement and its gender differences. Innovation in Language Learning and Teaching, 1–15. https://doi.org/10.1080/17501229.2024.2418353 MacIntyre, P. D. (1994). Variables underlying WTC: A causal analysis. Communication Research Reports, 11(2), 135–142. https://doi.org/10.1080/08824099409359951 MacIntyre, P. D., Clement, R., Dornyei, Z., & Noels, K. A. (1998). Conceptualizing WTC in an L2: A situational model of L2 confidence and affiliation. The Modern Language Journal, 82(4), 545–562. https://doi.org/10.1111/j.1540-4781.1998.tb05543.x MacIntyre, P. D., & Vincze, L. (2017). Positive and negative emotions underlie motivation for L2 learning. Studies in Second Language Learning and Teaching, 7(1), 61–88. https://doi.org/10.14746/ssllt.2017.7.1.4 MacIntyre, P., & Gregersen, T. (2012). Emotions that facilitate language learning: The positive-broadening power of the imagination. Studies in Second Language Learning and Teaching, 2(2), 193. https://doi.org/10.14746/ssllt.2012.2.2.4 MacIntyre, P., Gregersen, T., & Mercer, S. (2019). Setting an agenda for positive psychology in SLA: Theory, practice, and research. The Modern Language Journal, 103(1), 262–274. https://doi.org/10.1111/modl.12544 McCroskey, J. C. (1992). Reliability and validity of the WTC scale. Communication Quarterly, 40(1), 16–25. https://doi.org/10.1080/01463379209369817 McCroskey, J. C., & Richmond, V. P. (1990). WTC: A cognitive view. Journal of Social Behavior and Personality, 5(2), 19. Mercer, S., & MacIntyre, P. D. (2014). Introducing positive psychology to SLA. Studies in Second Language Learning and Teaching, 4(2), 153–172. https://doi.org/10.14746/ssllt.2014.4.2.2 Nugroho, A. (2021). Learners’ WTC in a foreign language: The role of informal digital learning of English. ELE Reviews: English Language Education Reviews, 1(2), 125–133. https://doi.org/10.22515/ele-reviews.v1i2.4396 Pan, C., & Zhang, X. (2023). A longitudinal study of foreign language anxiety and enjoyment. Language Teaching Research, 27(6), 1552–1575. https://doi.org/10.1177/1362168821993341 Peng, J.-E. (2007). WTC in an L2 and integrative motivation among college students in an intensive English language program in China. University of Sydney Papers in TESOL, 2(1), 33–59. Rappaport, L. M., Amstadter, A. B., & Neale, M. C. (2020). Model fit estimation for multilevel structural equation models. Structural Equation Modeling: A Multidisciplinary Journal, 27(2), 318-329. https://doi.org/10.1080/10705511.2019.1620109 Sato, M., & Dussuel Lam, C. (2021). Metacognitive instruction with young learners: A case of WTC, L2 use, and metacognition of oral communication. Language Teaching Research, 25(6), 899–921. https://doi.org/10.1177/13621688211004639 Tavakoli, E., & Davoudi, M. (2017). WTC orally: The case of Iranian EFL learners. Journal of Psycholinguistic Research, 46(6), 1509–1527. https://doi.org/10.1007/s10936-017-9504-0 Tseng, W. T., & Schmitt, N. (2008). Toward a model of motivated vocabulary learning: A structural equation modeling approach. Language Learning, 58(2), 357-400. https://doi.org/10.1111/j.1467-9922.2008.00444.x Vaughan, F. (2002). What is SI? Journal of Humanistic Psychology, 42(2), 16–33. https://doi.org/10.1177/0022167802422003 Wang, Y., Derakhshan, A., & Zhang, L. J. (2021). Researching and practicing positive psychology in second/foreign language learning and teaching: The past, current status, and future directions. Frontiers in Psychology, 12, 1–10. https://doi.org/10.3389/fpsyg.2021.731721 Wang, Y., & Wang, S. (2025). Boredom, enjoyment, and emotion regulation among Chinese students majoring in dual foreign languages: a Q method study. Innovation in Language Learning and Teaching, 1–18. https://doi.org/10.1080/17501229.2025.2450667 Wigglesworth, C. (2003). SI: What is it? How can we measure it? Why would businesses care? Conscious Pursuits. Yang, L., & Lin, Y. (2024). To talk or to remain silent? FLE and perceived classroom climate as drivers of change in Chinese EFL learners’ WTC: a latent growth curve analysis. Innovation in Language Learning and Teaching, 1–18. https://doi.org/10.1080/17501229.2024.2391376 Yashima, T., MacIntyre, P. D., & Ikeda, M. (2018). Situated WTC in an L2: Interplay of individual characteristics and context. Language Teaching Research, 22(1), 115–137. https://doi.org/10.1177/1362168816657851 Yetkin, R., & ÖZER, Z. (2022). Age, gender, and anxiety as antecedents of WTC: Turkish EFL context. Acuity: Journal of English Language Pedagogy, Literature and Culture, 7(2), 195–205. https://doi.org/10.35974/acuity.v7i2.2800 Yu, H., Li, H., & Gou, X. (2011). The personality-based variables and their correlations underlying WTC. Asian Social Science, 7(3). https://doi.org/10.5539/ass.v7n3p253 Yu, X., & Ma, J. (2024). Modeling the predictive effect of enjoyment on WTC in a foreign language: the chain mediating role of growth mindset and grit. Journal of Multilingual and Multicultural Development, 1–18. https://doi.org/10.1080/01434632.2023.2300351 Zarrinabadi, N., & Pawlak, M. (Eds.). (2021). New perspectives on WTC in a second language. Springer International Publishing. https://doi.org/10.1007/978-3-030-67634-6 Zhang, Q., Song, Y., & Zhao, C. (2024). Foreign language enjoyment and willingness to communicate: The mediating roles of communication confidence and motivation. System, 125, 103346. https://dx.doi.org/10.2139/ssrn.4539192 Zhao, J., Guan, K., Feng, Y., & Liu, Z. (2024). The effect of foreign language enjoyment on willingness to communicate among Chinese EFL students: conscientiousness as a mediator. Frontiers in Education, 9, 1473649. https://doi.org/10.3389/feduc.2024.1473649 Zohar, D. (2005). Spiritually intelligent leadership. Leader to Leader, 2005(38), 45–51. https://doi.org/10.1002/ltl.153 Zohar, D. (2012). SQ SI: The ultimate intelligence (1st ed.). Bloomsbury Publishing. Zohar, D., & Marshall, I. N. (2001). Spiritual intelligence: The ultimate intelligence. A&C Black. Zohar, D., & Marshall, I. (2004). Spiritual capital: Wealth we can live by. Berrett-Koehler Publishers. | ||
کلیدواژهها | ||
foreign language enjoyment؛ Iranian EFL learners؛ spiritual intelligence؛ structural equation modeling؛ willingness to communicate | ||
آمار تعداد مشاهده مقاله: 142 تعداد دریافت فایل اصل مقاله: 9 |