Document Type : Research Paper
Authors
Razi University
Abstract
The current study primarily explored the link between EAP students’ L2 situational interest (SI) and academic reading transformative engagement (TE). Moreover, it explored SI and its subcomponents, triggered SI and maintained SI as predictors of TE. We also sought the role of different disciplines as moderators of the relationship between SI and TE. Finally, we investigated the big five personality traits as predictors of TE. The participants of this study were 160 undergraduate EAP students recruited through quota sampling. A quantitative research method with a correlational design was employed to conduct the study. Two questionnaires were adopted to measure academic reading TE and personality traits, and a questionnaire was adapted from math SI to English learning SI to assess the students’ L2 SI. The results revealed a significant and positive relationship between students’ L2 SI and their academic reading TE. SI significantly predicted TE, and between its subcomponents, only maintained SI strongly and significantly predicted TE. Neither the difference between the disciplinary groups in terms of students’ TE nor the interaction of the comparative disciplinary groups by SI was significant. The result indicated the agreeableness trait as the sole predictor of TE. Our findings have fruitful pedagogical implications discussed in the conclusion section.
Keywords
Main Subjects
Abdollahzadeh, E., Farsani, M. A., & Zandi, M. (2022). The relationship between L2 motivation and transformative engagement in academic reading among EAP learners: Implications for reading self-regulation. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.944650
Adewale, O. S. (2013). Teaching personality as a necessary construct for the effectiveness of teaching and learning in schools: An implication for teacher development in the era of globalization. Journal of Education and Human Development, 2(2), 15-23.
Aghazadeh, Z., Mohammadi, M., & Sarkhosh, M. (2019). The effect of summary training on intermediate EFL learners’ reading comprehension in individual and collaborative conditions. Teaching English as a Second Language Quarterly (Formerly Journal of Teaching Language Skills), 37(4), 47-70. https://doi.org/10.22099/jtls.2019.33798.2695
Angelovska, T., Mercer, S., & Talbot, K. R. (2021). Personality traits as predictors of language learner engagement. Language Learning in Higher Education, 11(2), 285-310. https://doi.org/10.1515/cercles-2021-2026
Anglim, J., & O’Connor, P. (2019). Measurement and research using the Big Five, HEXACO, and narrow traits: A primer for researchers and practitioners. Australian Journal of Psychology, 71(1), 16-25. https://doi.org/10.1111/ajpy.12202
Braten, I., Anmarkrud, O., Brandmo, C., & Stromso, H. I. (2014). Developing and testing a model of direct and indirect relationships between individual differences, processing, and multiple-text comprehension. Learning and Instruction, 30, 9–24. https://doi.org/10.1016/j.learninstruc.2013.11.002
Costa, P. T., & McCrae, R. R. (1985). The NEO personality inventory. Odessa, FL: Psychological Assessment Resources.
Costa, P. T., Jr., & McCrae, R. R. (2008). The Revised NEO Personality Inventory (NEO-PI-R). In G. J. Boyle, G. Matthews, & D. H. Saklofske (Eds.), The SAGE handbook of personality theory and assessment, Vol. 2. Personality measurement and testing (pp. 179–198). Sage Publications, Inc. https://doi.org/10.4135/9781849200479.n9
Costa, P. T., & McCrae, R. R. (2011). The five-factor model, five-factor theory, and interpersonal psychology. Handbook of interpersonal psychology: Theory, research, assessment, and therapeutic interventions, 91-104.
Credé, M., Harms, P., Niehorster, S., & Gaye-Valentine, A. (2012). An evaluation of the consequences of using short measures of the Big Five personality traits. Journal of personality and social psychology, 102(4), 874. https://doi.org/10.1037/a0027403
Dewey, J. (1934). Art as Experience. Perigee: New York.
Digman, J. M. (1990). Personality structure: Emergence of the five-factor model. Annual Review of Psychology, 41, 417–440. https://doi.org/10.1146/annurev.ps.41.020190.002221
Dincer, A., Yeşilyurt, S., & Demiröz, H. (2017). Multidimensional classroom engagement in EFL classrooms. In D. Koksal (Ed.), Researching ELT: Classroom methodology and beyond (1st ed., pp. 91-102). Peter Lang.
Furnham, A., Chamorro-Premuzic, T., & McDougall, F. (2003). Personality, cognitive ability, and beliefs about intelligence as predictors of academic performance. Learning and individual Differences, 14(1), 47-64. https://doi.org/10.1016/j.lindif.2003.08.002
Flowerday, T., & Shell, D. F. (2015). Disentangling the effects of interest and choice on learning, engagement, and attitude. Learning and Individual Differences, 40, 134-140. https://doi.org/10.1016/j.lindif.2015.05.003
Hidi, S. (1990). Interest and its contribution as a mental resource for learning. Review of Educational Research, 60, 549–571. https://doi.org/10.2307/1170506
Hidi, S., & Baird, W. (1988). Strategies for increasing text-based interest and students’ recall of expository texts. Reading Research Quarterly, 23, 465–483. https://doi.org/10.2307/747644
Hidi, S., & Renninger, K. A. (2006). The four-phase model of interest development. Educational psychologist, 41(2), 111-127. https://doi.org/10.1207/s15326985ep4102_4
Hui, Y. K., Li, C., Qian, S., & Kwok, L. F. (2019). Learning engagement via promoting situational interest in a blended learning environment. Journal of Computing in Higher Education, 31, 408-425. https://doi.org/10.1007/s12528-019-09216-z
Hyland, F. (2004). Learning autonomously: Contextualising out-of-class English language learning. Language awareness, 13(3), 180-202. https://doi.org/10.1080/09658410408667094
Judge, T. A., Higgins, C. A., Thoresen, C. J., & Barrick, M. R. (1999). The big five personality traits, general mental ability, and career success across the life span. Personnel Psychology, 52(3), 621–652. https://doi.org/10.1111/j.1744-6570.1999.tb00174.x
Kim, H. J., Shin, K. H., & Swanger, N. (2009). Burnout and engagement: A comparative analysis using the Big Five personality dimensions. International Journal of Hospitality Management, 28(1), 96-104. https://doi.org/10.1016/j.ijhm.2008.06.001
Lai, C., Zhu, W., & Gong, G. (2015). Understanding the quality of out‐of‐class English learning. TESOL Quarterly, 49(2), 278-308. http://www.jstor.org/stable/43893754
Laverdière, O., Morin, A. J., & St-Hilaire, F. (2013). Factor structure and measurement invariance of a short measure of the Big Five personality traits. Personality and Individual Differences, 55(7), 739-743. https://doi.org/10.1016/j.paid.2013.06.008
Linnenbrink-Garcia, L., Durik, A. M., Conley, A. M., Barron, K. E., Tauer, J. M., Karabenick, S. A., & Harackiewicz, J. M. (2010). Measuring situational interest in academic domains. Educational and psychological measurement, 70(4), 647-671. https://doi.org/10.1177/0013164409355699
Linnenbrink‐Garcia, L., Patall, E. A., & Messersmith, E. E. (2013). Antecedents and consequences of situational interest. British Journal of Educational Psychology, 83(4), 591-614. https://doi.org/10.1111/j.2044-8279.2012.02080.x
Lounsbury, J. W., Sundstrom, E., Loveland, J. M., & Gibson, L. W. (2003). Intelligence, “Big Five” personality traits, and work drive as predictors of course grade. Personality and Individual Differences, 35(6), 1231-1239. https://doi.org/10.1016/S0191-8869(02)00330-6
McCrae, R. R., & Costa, P. T. (2003). Personality in adulthood: A five-factor theory perspective. Guilford Press.
Mahama, I., Dramanu, B. Y., Eshun, P., Nandzo, A., Baidoo-Anu, D., & Amponsah, M. A. (2022). Personality Traits as Predictors of Self-Regulated Learning and Academic Engagement among College Students in Ghana: A Dimensional Multivariate Approach. Education Research International, 2022, 1-12. https://doi.org/10.1155/2022/2255533
Nunan, D. (2014). Beyond the classroom: a case for out-of-class language learning. In National Symposium on Japanese Language Education (NSJLE), University of Technology, Sydney.
O'Connor, P. J., Stone, S., Walker, B. R., & Jackson, C. J. (2017). Deviant behavior in constrained environments: Sensation-Seeking predicts workplace deviance in shallow learners. Personality and Individual Differences, 108, 20-25. https://doi.org/10.1016/j.paid.2016.11.062
Pugh, K. (2002). Teaching for idea-based, transformative experiences in science: An investigation of the effectiveness of two instructional elements. Teachers College Record, 104(6), 1101-1137. https://doi.org/10.1111/1467-9620.00198
Pugh, K., Bergstrom, C., Wilson, L., Geiger, S., Goldman, J., Heddy, B., & Kriescher, D. (2019). Transformative Experience: A Critical Review and Investigation of Individual Factors. In M. Spector, B. Lockee, & M. Childress (Eds.) Learning, Design, and Technology: An International compendium of theory, research, practice, and policy. Springer. https://doi.org/10.1007/978-3-319-17727-4_155-1
Pugh, K. J., Bergstrom, C. M., & Spencer, B. (2017a). Profiles of transformative engagement: Identification, description, and relation to learning and instruction. Science Education, 101(3), 369-398. https://doi.org/10.1002/sce.21270
Pugh, K. J., Bergstrom, C. M., Heddy, B. C., & Krob, K. E. (2017b). Supporting deep engagement: The teaching for transformative experiences in science (TTES) model. The Journal of Experimental Education, 85(4), 629-657. https://doi.org/10.1080/00220973.2016.1277333
Pugh, K. J., Linnenbrink‐Garcia, L., Koskey, K. L., Stewart, V. C., & Manzey, C. (2010). Motivation, learning, and transformative experience: A study of deep engagement in science. Science Education, 94(1), 1-28. https://doi.org/10.1002/sce.20344
Qureshi, A., Wall, H., Humphries, J., & Balani, A. B. (2016). Can personality traits modulate student engagement with learning and their attitude to employability? Learning and individual Differences, 51, 349-358. https://doi.org/10.1016/j.lindif.2016.08.026
Rammstedt, B., & John, O. P. (2007). Measuring personality in one minute or less: A 10-item short version of the Big Five Inventory in English and German. Journal of Research in Personality, 41(1), 203-212. https://psycnet.apa.org/doi/10.1016/j.jrp.2006.02.001
Safari, M., & Mohaghegh Montazeri, M. (2017). The effect of reducing lexical and syntactic complexity of texts on reading comprehension. Teaching English as a Second Language Quarterly (Formerly Journal of Teaching Language Skills), 36(3), 59-83. https://doi.org/10.22099/jtls.2017.26325.2324
Salgado, J. F. (2002). The big fve personality dimensions and counterproductive behaviors. International Journal of Selection and Assessment, 10(1-2), 117–125. https://doi.org/10.1111/1468-2389.00198
Thalmayer, A. G., Saucier, G., & Eigenhuis, A. (2011). Comparative validity of brief to medium-length Big Five and Big Six personality questionnaires. Psychological assessment, 23(4), 995. https://doi.org/ https://doi.org/10.1037/a0024165
Tulis, M., & Fulmer, S. M. (2013). Students' motivational and emotional experiences and their relationship to persistence during academic challenges in mathematics and reading. Learning and Individual Differences, 27, 35-46. http://dx.doi.org/10.1016/j.lindif.2013.06.003
Ye, J., Liu, X., Wei, J., & Zhang, Y. (2022). The Role of Students’ Situational Interest in Classroom Learning: An Empirical Study based on both Laboratory and Naturalistic Paradigms. bioRxiv. https://doi.org/10.1101/2022.09.17.508364
Yildiz Durak, H. (2023). Role of personality traits in collaborative group works at flipped classrooms. Current Psychology, 42(15), 13093-13113. https://doi.org/10.1007/s12144-022-02702-1
Zarei, A. A., & Amani, M. A. (2018). The effect of online learning tools on L2 reading comprehension and vocabulary learning. Teaching English as a Second Language Quarterly (Formerly Journal of Teaching Language Skills), 37(3), 211-238. https://doi.org/10.22099/jtls.2019.32248.2637
Zare, M., Barjesteh, H., & Biria, R. (2021). The effect of critical thinking-oriented dynamic assessment on Iranian EFL learners' learning potential: A study of reading comprehension skill. Teaching English as a Second Language Quarterly (Formerly Journal of Teaching Language Skills), 40(2), 193-227. https://doi.org/10.22099/jtls.2021.39475.2935
', './data/jtls/coversheet/cover_en.jpg'))