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All Journal Acuity : Journal of English Language Pedagogy, Literature and Culture
Elham ZARFSAZ
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Education Languange, Linguistic, Communication & Media

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Verifying Self-Determination Theory in EFL Context: Considering the Relationship between Innate Needs and Motivation Elham ZARFSAZ; Fahime sadat Hosseini
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 8 No. 2 (2023): Acuity: Journal of English Language Pedagogy, Literature and Culture
Publisher : LPPM Universitas Advent Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35974/acuity.v8i2.2943

Abstract

Self-Determination Theory (SDT) is a hot topic in the field of applied linguistics, and it is getting more and harder to downplay the significance of the so-called theory in the growth of second-language learners (Deci and Ryan, 1985, 2000, 2002). The current study tried to test the theory in the Iranian EFL setting by throwing light on the relationship between innate or basic psychological requirements of competence, relatedness, and autonomy and (intrinsic) motivation. This was done as a commentary on other research findings. 324 EFL university students from Iran were contacted to take part in the study. A standard questionnaire created by Agawa and Takeuchi (on the students' motivation for learning a second language and their innate needs fulfillment) was used to collect data for the survey-style study (2016). SEM, or structural equation modeling, was used to determine how well actual data matched hypothetical expectations. According to the SEM model suggested, there was a strong positive correlation between Iranian EFL learners' motivation and their competency demands. However, relatedness needs appeared to have less of an impact on students' motivation, while the satisfaction of autonomy needs was found to have either adverse or demotivating impacts on Iranian L2 learners' motivation. These findings can be applied to improve second language learners' motivation by posing engaging questions about the nature of the students' demands for autonomy, relatedness, and competence.  
The Effect of Using NLP Techniques on Writing Ability of EFL Learners Elham ZARFSAZ; SALAMAT, Marjan
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 9 No. 1 (2024): Acuity: Journal of English Language Pedagogy, Literature and Culture
Publisher : LPPM Universitas Advent Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35974/acuity.v8i2.2952

Abstract

Neuro-Linguistic Programming (NLP) has the potential to help language learners; however, it has received scant attention. Collingwood (2001), NLP is a technique to investigate the relationship between how our mind works (Neuro) , how we communicant verbally and nonverbally (linguistic), and our patterns of behavior and feeling(program). The present study was an attempt to investigate the effect of NLP techniques on the writing ability of English as a Foreign Language. To achieve this goal, two intact classes of students were selected to form an experimental group (n=15) and a control group (n=15). A writing ability pretest (based on the course content) was given to all participants. The participants in the experimental group were familiarized with NLP techniques to be able to implement these techniques in their writing. In the control group, the conventional approach to teach was used. Comparing the results the posttest results through ANCOVA, it was found that implementation of NLP techniques can have significant effect on writing ability EFL learners. Therefore, NLP can improve writing ability by improving various processes such as communication and information processing. It can be used by teachers, trainers and syllabus design.
Co-Authors Fahime sadat Hosseini SALAMAT, Marjan