Learner Perfectionism and its Role in Foreign Language Learning Success, Academic Achievement, and Learner Anxiety

Journal of Language Teaching and Research ACADEMY PUBLISHER Manufactured in Finland 04/2011; 2:1798-4769. DOI: 10.4304/jltr.2.2.432-440

ABSTRACT The major aim of this study was to examine the role of learner perfectionism in foreign language learning success, academic achievement, and learner anxiety. A sample of 300 junior and senior students of English in Mashhad universities completed Ahwaz Perfectionism Scale (2000) and Speilberger's State/Trait Anxiety Inventory (1983). Students' grades of four skills (reading, speaking, listening, writing) and GPA were also obtained through the questionnaires. The results of the correlational analysis indicated a negative significant relationship between skills of reading, speaking, listening, GPA, and perfectionism and also a positive significant relationship between learner perfectionism and learner anxiety. The results did not confirm theresearcher hypothesis with regard to the relationships between age, gender, and learner perfectionism. Further analysis of data was also conducted. Students were divided into successful and unsuccessful groups with regard to their scores in the skills and GPA, and then perfectionism level of successful and unsuccessful groups were compared. The results of t-tests confirmed the results of the correlational analysis except for GPA. Altogether, the findings of this study showed how perfectionistic tendencies in language learners are associated with low academic achievement and poor performance in language skills.

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    ABSTRACT: There are a number of individual and affective factors which correlate foreign language learners’ achievement both positively and negatively. The aim of this study was to examine the relationship between perfectionism and English language achievement among high school third graders in Chenaran, a city in northeast of Iran, mediated by foreign language classroom anxiety. A sample of 239 students (110 males and 129 females) was assessed for their levels of perfectionism and foreign language anxiety using the Almost Perfect Scale-Revised and Foreign Language Classroom Anxiety Scale, respectively. Participants’ scores on their final English test were also used as the measurement of their English achievement. The results did not reveal strong correlations between perfectionism and participants’ English achievement (F = .515, p > .05); however, the mean English score of the participants was lower for maladaptive perfectionists. Also, foreign language classroom anxiety was found to be significantly and negatively correlated with English achievement (r = −.357, p < .01). The results of analysis of variance revealed a significant positive association between perfectionism and foreign language anxiety, where maladaptive perfectionists were found to be more anxious than adaptive and non-perfectionists. Results did not support the hypothesis about foreign language anxiety as a mediator of the relationship between perfectionism and English achievement. Implications for both teachers and learners, and suggestions for further research are provided.
    Asia Pacific Education Review 12/2013; · 0.47 Impact Factor
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    ABSTRACT: The major aim of this study is to investigate the relationship between cultural literacy and foreign language acquisition in Iran. According to lots of postmodernists including Bakhtin, language and culture are intermingled and inseparable. Bakhtin with his optimism on the contact of two cultures holds that cultural contact leads to cultural enrichment and awareness. Compatible with this theory, English language textbooks are loaded with lots of cultural capsules and elements, highlighting English culture. But the questions which remain to be answered are: Is it really harmless to expose students to the English culture and does it really lead to enrichment of cultures? Based on studies which have been conducted in Iran, including the one by the authors, it seems that exposing students to English culture in Iran leads to cultural derichment, meaning that, students take distance from their own native culture and sometimes become alienated from their own culture. In the end, it is recommended that syllabus designers, materials developers and educators take the age, location, and attitude of the learners into consideration.

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May 22, 2014