Psychological Construct and English Vocabulary Learning: A Structural Equation Modeling Approach

Abstract

Drawing upon the data from 465 EFL learners in Iran, this paper is an attempt to presents a structural equation model that integrates vocabulary knowledge and Psychological construct to outlines the result of experienced motivation and anxiety language learners with respect to various differences in genders and language proficiency. Using the survey method, in this study the measures for the intrinsic and extrinsic motivation were tailored from Schmidt, Boraie and Kassabgy (1996). The measures for instrumental, integrative and cultural interests were tailored from Dörnyei (1990) and were piloted to examine its validity and reliability. On the basis analyses of structural equation modeling, the results indicated that motivation significantly predicts the English vocabulary achievement of the learner within an Iranian context. On the other hand, English learning anxiety had negative relationship on English vocabulary learning for the different levels of language proficiency groups, especially for learners in the intermediate group. In comparing male students with female students, low-intermediate with upper-intermediate certain group differences were found. Broadly speaking, learner's instrumental motivation is usually a preferred way of learning English vocabulary, and their levels of English language class anxiety were higher than their levels of English use and test anxiety.