Motivational Goal Orientations as Determinants of Agentic and Social Engagement of Iranian Intermediate EFL Learners

Document Type : Original Article

Authors

1 Ph.D. Candidate in Applied Linguistics, Department of English, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran

2 Assistant Professor of Applied Linguistics, Department of English, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran

10.22077/ali.2025.8994.1105

Abstract

Motivational goal orientations play a critical role in shaping learners’ engagement in the classroom. This study was to investigate how performance-avoid, performance-approach, mastery-avoid, and mastery-approach goals determine agentic and social engagement of Iranian intermediate EFL learners. For this purpose, 200 Iranian intermediate EFL learners of language institutes in Isfahan and Gachsaran, Iran, were selected by convenience sampling. The OQPT was administered to ensure the homogeneity of the participants. The data were collected by Goal Orientation Survey and Student Engagement Questionnaire, which were distributed online and analyzed using standard multiple regression. The findings demonstrated that the mastery approach and performance approach significantly determined agentic engagement, and the performance approach significantly determined social engagement. These findings provide valuable insights into the motivational dynamics within Iranian intermediate EFL classrooms. Educators can enhance student engagement by focusing on fostering mastery and performance goal orientations and creating a supportive learning environment, ultimately improving the language learning outcomes of Iranian intermediate EFL learners.

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Applied Linguistics Inquiry
Volume 3, Issue 2
September 2025
Pages 82-94

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History

  • Receive Date: 26 February 2025
  • Revise Date: 04 June 2025
  • Accept Date: 14 July 2025

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