Document Type : Research Article


Assistant Professor, Department of English, Chalous Branch, Islamic Azad University, Chalous, Iran,


Teacher Enthusiasm (TE) and Learner Engagement (LE) have recently appealed to educational researchers. Nonetheless, their association and potential impacts have not been sufficiently dealt with in the field of second language (L2) research. The present mixed methods study sought to explore the intersection of perceived TE and LE in L2 classroom. To this end, 87 Iranian intermediate L2 learners completed a self-report questionnaire on perceived TE and their own engagement. Next, two focus-group interviews were conducted with a total of 12 respondents. The quantitative data were used in a correlational analysis to see if any relationship exists between perceived TE and LE. The qualitative interview data were analyzed through thematic coding analysis to extract the significant themes regarding how perceived TE may affect L2 learners’ engagement. Results demonstrated that the two variables are significantly correlated. Moreover, the qualitative data yielded three main themes indicating that perceived TE led to L2 learners’ enjoyment and excitement, positive appraisal of teacher quality, and feelings of security and confidence. Thus, emotional consequences seem to be dominant links between the two variables. Additionally, it was found that personal vision and self-set goals are significant antecedents of engagement that may even outdo perceived TE.


Main Subjects

Article Title [Persian]

بررسی تلاقی اشتیاق درک شده معلم و مشغولیت فراگیران در کلاس زبان

Author [Persian]

  • دکتر سعید صفدری

استادیار آموزش زبان انگلیسی، گروه زبان انگلیسی، واحد چالوس، دانشگاه آزاد اسلامی، چالوس، ایران

Abstract [Persian]

اشتیاق معلم و مشغولیت فراگیران اخیراً مورد توجه محققان آموزشی قرار گرفته است. با این وجود، ارتباط و تأثیرات بالقوه آنها به اندازه کافی در زمینه تحقیقات زبان دوم مورد بررسی واقع نشده است. مطالعه حاضر با رویکرد آمیخته به دنبال کنکاش در محل تلاقی اشتیاق درک شده معلم و مشغولیت زبان آموزان در کلاس آموزش زبان بوده است. برای این منظور، 87 دانش‌آموز ایرانی سطح متوسط، پرسشنامه­ای را در مورد اشتیاق درک شده معلم و مشغولیت خود تکمیل کردند. سپس، دو مصاحبه گروهی متمرکز با مجموع 12 پاسخ دهنده انجام شد. داده­های کمی در یک تحلیل همبستگی برای بررسی اینکه آیا رابطه­ای بین اشتیاق درک شده معلم و مشغولیت فراگیران وجود دارد استفاده شد. داده‌های مصاحبه کیفی از طریق تجزیه و تحلیل کدگذاری مضمونی برای استخراج مضامین مهم در مورد اینکه چگونه اشتیاق درک شده معلم ممکن است بر مشغولیت زبان آموزان تأثیر بگذارد، تجزیه و تحلیل شد. نتایج نشان داد که این دو متغیر به طور معناداری همبستگی دارند. علاوه بر این، داده‌های کیفی سه موضوع اصلی را به دست دادند که نشان می‌دهد اشتیاق درک شده معلم منجر به لذت و هیجان زبان‌آموزان، ارزیابی مثبت کیفیت معلم و احساس امنیت و اطمینان می‌شود. بنابراین، به نظر می رسد پیامدهای عاطفی پیوند دهنده غالب بین دو متغیر باشند. علاوه بر این، مشخص شد که چشم انداز شخصی و اهداف خود تعیین شده، زمینه مهمی از مشارکت هستند که حتی ممکن است از اشتیاق درک شده معلم نیز پیشی بگیرند.

Keywords [Persian]

  • اشتیاق معلم
  • مشغولیت فراگیر
  • عواطف
  • اشتیاق درک شدۀ معلم
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