The role of goal-setting theory on Iranian EFL learners’ motivation and self-efficacy

2014 IJRSLL – Volume 3 Issue 2

Author/s:

Hosseini Fatemi, Azar
Ferdowsi University of Mashhad, Iran (hfatemi@ferdowsi.um.ac.ir)

Pishghadam, Reza
Ferdowsi University of Mashhad, Iran (pishghadam@um.ac.ir)

Vahidnia, Fatemeh*
Ferdowsi University of Mashhad, Iran (Fateme.vahidnia@yahoo.com)

Abstract:

The present study is concerned with examining the role of goal-setting theory on Iranian EFL learners’ motivation and self-efficacy. To this end, 93 EFL students were selected to take an essay exam and fill out motivation, English, and General self-efficacy scales. Multivariate analysis of variance (MANOVA) was conducted to the data. The findings of the study revealed that those learners who enjoyed higher English and General self-efficacy selected the most challenging goal. Moreover, intrinsically motivated learners opted for the high goal, extrinsically motivated students tended to choose moderate goal; however, amotivated students were more likely to pick the easy goal. This study suggests that goal-setting theory can be considered as an effective strategy for pedagogical purposes.

Keywords: English self-efficacy; general self-efficacy; goal-setting theory; motivation; EFL learners

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DOI: https://doi.org/10.5861/ijrsll.2013.528

*Corresponding Author