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Findings support guidance for learners’ awareness and tailored instructional materials addressing individual learner differences.",{"@graph":14,"@context":65},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/investigating-more-effective-and-less-effective-efl-learners-attitudes-and-motivational-orientation/589856/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/investigating-more-effective-and-less-effective-efl-learners-attitudes-and-motivational-orientation/589856.png","ImageObject",300,407,{"name":42,"@type":43},"Cart","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",7,{"@type":57,"mainEntity":58},"FAQPage",[59],{"name":60,"@type":61,"acceptedAnswer":62},"What do the findings recommend for EFL teaching and syllabus design?","Question",{"text":63,"@type":64},"EFL syllabus designers and teachers should help learners become aware of their attitudes and motivational orientations, and tailor classroom materials and teaching to individual learner differences.","Answer","https://schema.org",{"og:url":32,"og:type":67,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":69,"canonical":32},"index,follow",{"doc_id":71,"site_id":7},589856,1792166137,{"code":4,"msg":74,"data":75},"success",[76,80,84,88,93,98,102,106,111,114,118],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":77,"show_sort_weight":78,"slug":79},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":81,"show_sort_weight":82,"slug":83},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Exam",70,"exam",{"id":89,"doc_module":4,"doc_module_name":25,"category_name":90,"show_sort_weight":91,"slug":92},5,"Comic",60,"comic",{"id":94,"doc_module":4,"doc_module_name":25,"category_name":95,"show_sort_weight":96,"slug":97},6,"Technology",50,"technology",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":99,"show_sort_weight":100,"slug":101},"Healthcare",40,"healthcare",{"id":103,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":104,"slug":105},8,30,"research-report",{"id":107,"doc_module":4,"doc_module_name":25,"category_name":108,"show_sort_weight":109,"slug":110},9,"Religion & Spirituality",20,"religion-spirituality",{"id":109,"doc_module":4,"doc_module_name":25,"category_name":112,"show_sort_weight":109,"slug":113},"World Cup","world-cup",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":115,"slug":117},10,"Lifestyle","lifestyle",{"id":119,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":89,"slug":121},19,"General","general",{"code":4,"msg":74,"data":123},{"doc_id":71,"user_id":124,"nickname":42,"user_avatar":125,"doc_module":4,"category_id":103,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":126,"file_id":127,"file_url":128,"file_type":129,"file_size":130,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":55,"language":131,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":132,"faqs":133,"seo_title":134,"seo_description":12,"update_tm":135,"read_time":136,"preview_page_count":4},18829141979164,"https://eur-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Advances in Language and Literary Studies  \nISSN: 2203-4714  \n[www.alls.aiac.org.au](www.alls.aiac.org.au)  \n| Investigating More Effective and Less Effective EFL Learners’Attitudes and Motivational Orientation\u003Cbr>Mohammadreza YousefiHalvaei, Ali Akbar Ansarin * English Language Department, University of Tabriz, Iran\u003Cbr>Corresponding Author: Ali Akbar Ansarin, [E-mail: Ansarin@tabrizu.ac.ir](E-mail: Ansarin@tabrizu.ac.ir) |  |\n| --- | --- |\n| ARTICLE INFO | ABSTRACT\u003Cbr>The present study investigated the differences in attitudes and motivation between more effective and less effective learners studying at the first year of graduate university program. Based on this aim, first, the researcher developed the three-part 35-item attitude-motivation questionnaire of the present study based on the AMTB developed by Gardner (1985) . Second, he selected 441 students (224 male & 217 female) studying at the first year of their graduate program at universities in East Azarbayjan province (Iran) as the participants of the study. Third, he administered the questionnaire of the study to the selected participants and asked them to complete it. Finally, he analyzed the data of the study in order to answer the mentioned research questions. The chi-square test was utilized to analyze the collected data of the study. The results of the study showed that there were significant differences between more effective and less effective learners’ attitudes and motivation. Based on the results of the study, it was argued that, the EFL syllabus designers and teachers should help the learners to become aware of their attitudes, and motivational orientations. Furthermore, they should make an effort to tailor classroom materials and classroom teaching to the EFL learners’ individual differences. |\n| Article history\u003Cbr>Received: April 19, 2018\u003Cbr>Accepted: July 26, 2018\u003Cbr>Published: October 31, 2018\u003Cbr>Volume: 9 Issue: 5\u003Cbr>Advance access: August 2018 |  |\n| Conflicts of interest: None\u003Cbr>Funding: None |  |\n| Key words:\u003Cbr>Attitude,\u003Cbr>Individual learner differences, Learner effectiveness, Motivation |  |\n\nINTRODUCTION  \nIndividual learner differences have been an enticing issue for researchers even before the development of the field of Second Language Acquisition (SLA) (Horwitz, 2000) . These differences refer to the “enduring personal characteristics that are assumed to apply to everybody and on which people differ by degree” (Dörnyei, 2005, p. 4) . In other words, they account for the learners’ endmost grasp of the second language knowledge (Skehan, 1989). Horwitz (2000) pointed out that, these factors have acted as a benchmark to categorize the learners as good and bad, or smart and dull among the others. Nonetheless, recent studies of these variables have tended to use more neutral terms for marking the language learners such as field-dependent/independent and integratively and instrumentally motivated. Ellis (2008) contended that the transition to the neutral terms emanates from the fact that, while the former studies attempted to predict the successful learners for educational and vocational purposes, the more recent studies have endeavored to explicate the variation among the learners in terms of academic achievement. Nevertheless, the individual learner differences have received scant attention in SLA theories due in part to their investigation within the Differential approach to language acquisition which is the orthodox approach to learning in psycholinguistics and is not congruent with the Universalist  \napproach which is favored in established research approach in SLA (Ellis, 1994). It is perspicuous that, this issue engenders a fragmentary understanding of the nature of language learning (Dörnyei, 2005) . As a result, the formulation of an integrated SLA theory demands a thorough perusal of the individual learner differences (Segalowitz, 1997) .  \nA close scrutiny of the relevant literature shows that, among the various learner-related factors, ","cbCaijNxFYj0AlYy","https://ap.wps.com/l/cbCaijNxFYj0AlYy","pdf",1009721,"English","# Abstract\n# Introduction\n## Individual learner differences in SLA\n# Review of the Related Literature\n## Motivation","[{\"question\":\"What do the findings recommend for EFL teaching and syllabus design?\",\"answer\":\"EFL syllabus designers and teachers should help learners become aware of their attitudes and motivational orientations, and tailor classroom materials and teaching to individual learner differences.\"}]","Investigating More Effective and Less Effective EFL Learners’ Attitudes and Motivational Orientation | PDF",1792068269,18]