Sadeghi, Sanaz, Pishghadam, Reza, Jajarmi, Haniyeh, Shafiei Ebrahimi, Shirin (2026). Willingness to Communicate, Active/Passive Motivation, and Foreign Language Learning. , 17(1), 1-31. doi: 10.48311/LRR/lrr.2026.7154
Sanaz Sadeghi; Reza Pishghadam; Haniyeh Jajarmi; Shirin Shafiei Ebrahimi. "Willingness to Communicate, Active/Passive Motivation, and Foreign Language Learning". , 17, 1, 2026, 1-31. doi: 10.48311/LRR/lrr.2026.7154
Sadeghi, Sanaz, Pishghadam, Reza, Jajarmi, Haniyeh, Shafiei Ebrahimi, Shirin (2026). 'Willingness to Communicate, Active/Passive Motivation, and Foreign Language Learning', , 17(1), pp. 1-31. doi: 10.48311/LRR/lrr.2026.7154
Sadeghi, Sanaz, Pishghadam, Reza, Jajarmi, Haniyeh, Shafiei Ebrahimi, Shirin Willingness to Communicate, Active/Passive Motivation, and Foreign Language Learning. , 2026; 17(1): 1-31. doi: 10.48311/LRR/lrr.2026.7154

Willingness to Communicate, Active/Passive Motivation, and Foreign Language Learning

جستارهای زبانی
Article 2, Volume 17, Issue 1 - Serial Number 91, Winter 1405, Pages 1-31    PDF (982.91 K)
Document Type: مقالات علمی پژوهشی
DOI: 10.48311/LRR/lrr.2026.7154
Authors
Sanaz Sadeghi1; Reza Pishghadam* 2; Haniyeh Jajarmi3; Shirin Shafiei Ebrahimi4
1MA in English Language Teaching, Ferdowsi University of Mashhad, Mashhad, Iran
2Professor of English Language Teaching, Department of English, Ferdowsi University of Mashhad, Mashhad, Iran/Gulf College, Muscat, Oman
3Assistant Professor of English Language Teaching, Bahar Institute of Higher Education
4Faculty of Education, Lakehead University, Orillia, Ontario, Canada
Abstract
As a trigger to communication, motivation still includes undiscovered aspects which require further investigation. Hence, considering the newly proposed dual continuum model of motivation, this study investigated the relationships among willingness to communicate (WTC), active/passive motivation, and foreign language achievement (FLA) among 216 high school English as a foreign language (EFL) learners. The modified version of the active/passive motivation scale (APMS) was revalidated using confirmatory factor analysis (CFA). Structural equation modeling (SEM) revealed significant relationships among active/passive motivation, L2WTC, and FLA. Additionally, six models were proposed for the prediction of learners’ L2WTC and FLA. The findings indicated that socio-cultural and sensory-perceptual active motivation as well as cognitive and sensory-perceptual passive motivation significantly predict learners’ L2WTC, while only cognitive active motivation predicts FLA. Furthermore, passive motivation predicts FLA in all sub-constructs. Finally, active motivation is a negative predictor of FLA if mediated by L2WTC. Overall, the study highlights the importance of passive as well as active motivation in promoting WTC and improving FLA among EFL learners.
Keywords
active motivation; passive motivation; willingness to communicate; foreign language achievement
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