The situational motivation of Iranian EFL learners amid the COVID-19 pandemic

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Published: May 31, 2022
DOI: https://doi.org/10.18844/cerj.v12i2.6808

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Elham Sharifzadeh
Department of Foreign Language, College of Humanities, Shiraz Branch, Islamic Azad University, Shiraz, Iran
Forough Rahimi
Department of English Language, School of Paramedical Sciences, Shiraz University of Medical Sciences, Shiraz, Iran.
Moslem Siahpour
Department of Foreign Language, College of Humanities, Shiraz Branch, Islamic Azad University, Shiraz, Iran.

Abstract

This study examined the situational motivation of Iranian EFL (English as a Foreign Language) learners amid the COVID-19 pandemic through a descriptive and correlational design. To this end, the 16-item version of the Situational Motivation Scale constructed was employed. The participants were 65 university students who had taken a general English course. The data were fed into SPSS. The findings indicated that intrinsic motivation and amotivation were the lowest and highest categories of the scale. That is, the course had no inherent pleasure for the participants and they experienced feelings of ineffectiveness and beliefs of uncontrollability. Also, it was found that there was a significant, moderate and negative relationship between Intrinsic motivation and external regulation and motivation. Also, the relationship between amotivation and external regulation was significant, strong and positive.


 


Keywords: COVID-19, EFL, intrinsic motivation, online education, situational motivation;

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How to Cite
Sharifzadeh, E., Rahimi, F., & Siahpour, M. (2022). The situational motivation of Iranian EFL learners amid the COVID-19 pandemic. Contemporary Educational Researches Journal, 12(2), 79–88. https://doi.org/10.18844/cerj.v12i2.6808
Issue
Vol. 12 No. 2 (2022): May
Section
Articles
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