Self-Esteem, Achievement Goal Orientations, and Language Learning Among Iraqi EFL Learners: A Correlational Investigation
DOI:
https://doi.org/10.31185/wjfh.Vol22.Iss3/Pt1.1966Keywords:
achievement goal orientations, EFL motivation, Iraqi learners, language achievement, self-determination theory, self-esteem, self-worth theoryAbstract
Affective and motivational factors are considered as powerful but under-researched factors in EFL achievement. The present study examines the interactions between self-esteem, achievement goal orientations (mastery, performance, and avoidance) and language learning achievement of 125 Iraqi EFL learners attending language institutes in Iraq. The study is quantitative with cross sectional correlational design, based on achievement goal theory, self-determination theory, and self-worth theory. The Sorenson (2005) Self-Esteem Questionnaire, the Achievement Goal Orientation Inventory (Midgley et al., 1998) and cumulative grade point average (CGPA) were used as measures of self-esteem, goal orientations and language achievement, respectively. Pearson Product-Moment Correlation results showed that mastery goals and self-esteem were highly significantly correlated, as well as performance goals and self-esteem, and self-esteem and language achievement, r = .63, p < .01; r = .51, p < .01; and r = .68, p < .01, respectively. Avoidance goals were negatively correlated with both self-esteem (r = −.42) and language achievement (r = −.54). The results support the functional connection between affective and motivational factors in EFL learning, extend the goal orientation theory to the Iraqi context of EFL, and have direct implications for the design of motivationally supporting learning environment, assessment, and teacher professional development programmers.
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