Study Orchestration, Perceived Locus of Causality, and Learning Outcomes among Iranian Intermediate EFL Learners

Maryam Ebrahimi


EFL learners’ perceptions to learning can be strongly effective on the acceptance of an approach (Van Rossum & Schenk, 1984). Therefore, this study aims to scrutinize the possible relationship between study orchestration, perceived locus of causality and Iranian EFL learners' learning outcome. The participants of study were 100 Iranian EFL learners (64 female; 46 male) and their native language is Farsi or Turkmen which were selected based on convenience sampling. In order to answer the research questions, three instruments were used, including study orchestration questionnaire, Perceived Locus of Causality questionnaire (PLOC) Scale, and Oxford Quick Placement Test. Learners were asked to participate through several Iranian EFL learners’ groups on a different social media or face-to-face. The results showed that the locus of causality and study orchestration have significant positive relationship among Iranian EFL learners. There is a significant relationship between study orchestration and academic achievement (r = 0.724) and there is a significant relationship between study orchestration and academic achievement (r = 0.724). The results of this study have implications for educators, school counselors, college counselors, and counselor educators by adding to the limited body of knowledge on the strength-based factors of the relationship between motivation, hope, and resilience and their effects on academic achievement.


study orchestration, perceived locus of causality, learning outcomes

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