Behzad Ghonsooly

Abstract Locus of control, a psychological construct, has been the focus of attention in recent decades. Psychologists have discussed the effect of locus of control on achieving life goals in social/psychological interactions. While learning a foreign language involves both ...

The purpose of the present study is to examine willingness to communicate in the second language (L2WTC) construct and its underlying variables among non–English major students in Iran. The study used WTC and socioeducational models for examining L2 communication and L2 learning. Descriptive statistics, Pearson correlation, and t test were used with a sample of 158 non–English major university students. An L2 communication model was also proposed and tested using structural equation modeling. The results showed that L2 self-confidence and attitudes toward international community were two predictors of L2WTC in Iranian context. The paths from motivation to L2WTC and openness to experience to L2 self confidence were not significant and thus were deleted. The model shows a good fit to the data, which indicates the potential for using the L2WTC construct for English as a foreign language context.

This study aims to explore to what degree the in-service Iranian English teachers’ sense of self-efficacy and metacognitive
awareness predict their academic performance A total number of 107 Iranian EFL teacher trainees at Farhangian University were
asked to complete Teachers’ Sense of Self-Efficacy Scale (TSES) (Woolfolk & Hoy,1990) and Metacognitive Awareness
Inventory for Teachers (MAIT) (Balcikanli, 2011). Results of the Path Analysis indicated that both metacognition and selfefficacy
affect the academic performance. However, metacognition had a stronger effect. Also, results of t-test showed that there
is no difference between males and females self-efficacy and metacognition.