چکیده:
One of the important abilities of learners is to monitor their own learning
process and take charge of their development. To this end and based on the
correlational nature of the study design, total of 125 students (for the Winter
semester of 2017) educating at Zanjan Universities (89 B.A. students of
Islamic Azad University and 60 B.A. students of Payam-e-Noor University)
were chosen as the statistical population. Using Cochran formula and
stratified random sampling method (each university was considered as one
separate strata), the sample size was determined as 108 (65 students
educating at Islamic Azad University and 43 students educating at Payam-e-
Noor University). To gather the information, Horwitz, Horwitz and Cope’s,
Foreign Language Classroom Anxiety Scale, Sternberg’s Thinking Styles
Inventory, and Learner Autonomy Questionnaire (LAQ) developed by
Zhang and Li were used. The results of K-S test showed that non-parametric
test was liable to be used in order to study the research hypotheses. Using
Spearman correlation coefficient, a relationship was found between
autonomy and language anxiety among Iranian university students. The other
research question was an attempt to determine if there was a relationship
between learner autonomy and thinking style which was confirmed through
the use of Spearman correlation coefficient. Ultimately, the association
between language anxiety and thinking style was addressed through the use
of Spearman test which confirmed this relationship. Findings of the current
study suggest pedagogical implications for second or foreign language
teaching and learning as well as textbook writers and curriculum designers.
خلاصه ماشینی:
The Study of Relationship between Learning Autonomy, Language Anxiety, and Thinking Style: The Case of Iranian University Students Maryam Ahmadi1 & Siros Izadpanah1* * Correspondence: cyrosIzadpanah@yahoo.
In the new teaching and learning studies context where new developments have been discovered, a lot of researchers have concentrated on the issue of superiority among language learners from the perspective that some learners excel others, and such a difference of learning capabilities can be attributed to a number of factors such as the level of autonomy, the stress, language anxiety, social class, age, gender, and so on (Dafei, 2007).
Therefore, the present study was an attempt to fill the gap of literature through concentrating on the feasible association between learning autonomy, language anxiety, and thinking styles which has not been put into probe by similar researchers, particularly in Iranian EFL context.
com Volume 4, Number 2, June 2019 {مراجعه شود به فایل جدول الحاقی} Alternative hypothesis: There is a significant relationship between autonomy and thinking style among Iranian university students.
The results obtained from different studies (Emamipour & Seif, 2003; Razavi & Shiri, 2005) were in line with this finding emphasizing that various forms of thinking styles adopted and incorporated by foreign language learners , regardless of their gender and level of education, are in direct association with the level of their anxiety.
6. Conclusion The purpose of the current study was to determine the relationship between learner autonomy, language anxiety, and thinking styles among Iranian EFL students.