EFL LEARNERS’ GOAL-ORIENTATION: A CROSS-CONTEXTUAL ANALYSIS
AFSANEH GHANIZADEH *
Department of TEFL, Imam Reza International University, Mashhad, Iran
SAFOURA JAHEDIZADEH
Department of TEFL, Imam Reza International University, Mashhad, Iran
SHADI ALLAHDADI
Department of TEFL, Imam Reza International University, Mashhad, Iran
*Author to whom correspondence should be addressed.
Abstract
This study scrutinized English as Foreign Language (EFL) learners’ achievement goal-orientations across three different milieus of English learning in Iran, namely, high schools, universities, and private language institutes. To measure students’ goal-orientations, the study employed the Persian version of ‘Achievement Goal Orientation Inventory’ designed by Midgley, et al. [1] which measures three goal-orientations namely; mastery, performance, and avoidance. The results indicated that there are significant differences in students’ avoidance goal-orientation across the three contexts. In particular, it was found that learners studying English at schools adapted more avoidance goal-orientation than mastery or performance ones compared with their university and institute counterparts. However, no significant differences were observed in terms of mastery and performance goal orientations. Implications and suggestions for further research will be discussed.
Keywords: Goal-orientations, mastery goal, performance goal, avoidance goal, English learning