Interrelationship between Motivation, Autonomy, and Proficiency Level of Iranian Elementary/Intermediate EFL Learners

Elaheh Salehi, Mehdi Vaez-Dalili


This study aimed at examining the interrelationship between motivation, autonomy, and language proficiency of Iranian elementary and intermediate EFL learners. To this end, an initial population of 72 EFL learners studying Translation Studies at Islamic Azad University of Isfahan took the Oxford Quick Placement Test (OQPT). Based on the results of the test, the participants were divided into elementary, intermediate, and advanced proficiency levels, but for the purpose of the study, only the elementary (n=30) and intermediate (n=30) learners were included, and the advanced learners were excluded from the study. The elementary and intermediate learners completed an autonomy and a motivation questionnaire. The degree of relationship between autonomy, motivation, and language proficiency level of the participants of the two groups were calculated by using a set of Pearson product-moment correlation coefficients. The findings of the data analysis for both groups revealed that the more proficient the EFL learners were, the more autonomous they were. Moreover, it was found that there was a significant and positive relationship between the motivation and the proficiency level of the learners in both elementary and intermediate groups. Most importantly, a significant relationship was found between the motivation and autonomy level of the learners in the two groups. The results of the present study could have implications for effective language teaching and learning.


motivation, autonomy, language proficiency, EFL learner

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