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Nazari, Zahra, Sadeghi, Elahe, Karimi, Fatemeh. (1404). Motivational Goal Orientations as Determinants of Agentic and Social Engagement of Iranian Intermediate EFL Learners. , 3(2), 82-94. doi: 10.22077/ali.2025.8994.1105
Zahra Nazari; Elahe Sadeghi; Fatemeh Karimi. "Motivational Goal Orientations as Determinants of Agentic and Social Engagement of Iranian Intermediate EFL Learners". , 3, 2, 1404, 82-94. doi: 10.22077/ali.2025.8994.1105
Nazari, Zahra, Sadeghi, Elahe, Karimi, Fatemeh. (1404). 'Motivational Goal Orientations as Determinants of Agentic and Social Engagement of Iranian Intermediate EFL Learners', , 3(2), pp. 82-94. doi: 10.22077/ali.2025.8994.1105
Nazari, Zahra, Sadeghi, Elahe, Karimi, Fatemeh. Motivational Goal Orientations as Determinants of Agentic and Social Engagement of Iranian Intermediate EFL Learners. , 1404; 3(2): 82-94. doi: 10.22077/ali.2025.8994.1105

Motivational Goal Orientations as Determinants of Agentic and Social Engagement of Iranian Intermediate EFL Learners

Applied Linguistics Inquiry
مقاله 7، دوره 3، شماره 2، آذر 2025، صفحه 82-94
نوع مقاله: Original Article
شناسه دیجیتال (DOI): 10.22077/ali.2025.8994.1105
نویسندگان
Zahra Nazari1؛ Elahe Sadeghi* 2؛ Fatemeh Karimi2
1Ph.D. Candidate in Applied Linguistics, Department of English, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran
2Assistant Professor of Applied Linguistics, Department of English, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran
چکیده
Motivational goal orientations play a critical role in shaping learners’ engagement in the classroom. This study was to investigate how performance-avoid, performance-approach, mastery-avoid, and mastery-approach goals determine agentic and social engagement of Iranian intermediate EFL learners. For this purpose, 200 Iranian intermediate EFL learners of language institutes in Isfahan and Gachsaran, Iran, were selected by convenience sampling. The OQPT was administered to ensure the homogeneity of the participants. The data were collected by Goal Orientation Survey and Student Engagement Questionnaire, which were distributed online and analyzed using standard multiple regression. The findings demonstrated that the mastery approach and performance approach significantly determined agentic engagement, and the performance approach significantly determined social engagement. These findings provide valuable insights into the motivational dynamics within Iranian intermediate EFL classrooms. Educators can enhance student engagement by focusing on fostering mastery and performance goal orientations and creating a supportive learning environment, ultimately improving the language learning outcomes of Iranian intermediate EFL learners.
کلیدواژه‌ها
engagement؛ language؛ class؛ learners
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