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This study examined whether motivation and anxiety predict the progress of Iranian intermediate EFL learners enrolled in a ten-session task-based speaking training. A descriptive correlational design with convenience sampling involved 120 learners, and progress was measured through a speaking assessment rubric and analyzed via multiple regression.",{"@graph":69,"@context":126},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/motivation-and-anxiety-of-iranian-intermediate-efl-students-as-predictors-of-progress-in-task-based-speaking-courses/296057/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/motivation-and-anxiety-of-iranian-intermediate-efl-students-as-predictors-of-progress-in-task-based-speaking-courses/296057.png","ImageObject",300,407,{"name":92,"@type":93},"supergirl","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-09-18",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118,122],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main objective of the study?","Question",{"text":112,"@type":113},"The study aims to determine whether motivation and anxiety predict Iranian EFL learners’ progress in task-based speaking courses.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were participants selected and what training was delivered?",{"text":117,"@type":113},"A total of 120 intermediate Iranian EFL learners were selected via convenience sampling in 2023–2024, then received ten sessions of task-based speaking training using tasks from American English File-Book 2.",{"name":119,"@type":110,"acceptedAnswer":120},"Which instruments were used to measure motivation, anxiety, and speaking progress?",{"text":121,"@type":113},"Motivation was measured using the Motivation in Foreign-Language Learning Questionnaire, anxiety via the Foreign Language Classroom Anxiety Scale (FLCAS), and speaking progress via a speaking test scored with a rubric covering vocabulary, grammar, intonation, pronunciation, and fluency.",{"name":123,"@type":110,"acceptedAnswer":124},"What did the results show about motivation and anxiety as predictors?",{"text":125,"@type":113},"Interest in foreign languages, pragmatic benefits, and English for professional reputation predicted speaking progress, while communication apprehension and fear of negative evaluation also significantly predicted progress.","https://schema.org",{"og:url":83,"og:type":128,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":130,"canonical":83},"index,follow",{"doc_id":132,"site_id":62},296057,1790443247,{"code":4,"msg":5,"data":135},{"doc_id":132,"user_id":136,"nickname":92,"user_avatar":137,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":138,"file_id":139,"file_url":140,"file_type":141,"file_size":142,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":56,"language":143,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":144,"faqs":145,"seo_title":146,"seo_description":67,"update_tm":147,"read_time":148,"preview_page_count":4},962088121634,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Motivation and Anxiety of Iranian Intermediate EFL Students as Predictors of Progress in Task-Based Speaking Courses  \nSayed Mahdi Rozati 1, Hossein Heidari Tabrizi 2 􀀍 , and Azizeh Chalak 3   \n1. PhD Candidate, Department of English, Isf.C., Islamic Azad University, Isfahan, Iran.  \nE-mail: [sayedmahdi.rozati@iau.ac.ir](sayedmahdi.rozati@iau.ac.ir)  \n2. Corresponding author, Professor of Applied Linguistics, Department of English, Isf.C., Islamic Azad University, Isfahan, [Iran. E-mail:](Iran. E-mail: heidaritabrizi@iau.ac.ir)[ heidaritabrizi@iau.ac.ir](Iran. E-mail: heidaritabrizi@iau.ac.ir)  \n3 Professor of Applied Linguistics, Department of English, Isf.C., Islamic Azad University, Isfahan, Iran.  \nE-mail: [azizeh.chalak@iau.ac.ir](azizeh.chalak@iau.ac.ir)  \n\n| Article Info |  | ABSTRACT |\n| --- | --- | --- |\n| Article type: Research Article |  | Objectives: Task-based speaking courses have gained prominence in language education as an effective approach to enhancing communication skills and learner engagement. By focusing on tasks and interactions, these courses not only promote language proficiency but also foster collaboration among students. The present study |\n| Article history:\u003Cbr>Received June 12, 2024 |  | was to find whether motivation and anxiety predicted the Iranian EFL learners’progress in task-based speaking courses. |\n| Received in revised form September 16, 2024\u003Cbr>Accepted September\u003Cbr>20, 2024\u003Cbr>Published online September 25, |  | Methods: A descriptive correlational design was adopted for this study, and a total number of 120 intermediate Iranian EFL learners of Safir-e-Andisheh Language Institute of Isfahan in 2023-2024 were selected by convenience sampling following the administration of the Oxford Quick Placement Test (OQPT; Allan, 2004) . Afterward, a ten-session task-based speaking training was conducted using the speaking tasks presented in American English File-Book 2 (Latham-Koenig et al., 2020) . The data were collected using the Motivation in Foreign-Language Learning |\n| 2024 |  | Questionnaire (Dörnyei, 1990), the Foreign Language Classroom Anxiety Scale (FLCAS; Horwitz et al., 1986), and a speaking test (Latham-Koenig et al., 2020) . A speaking assessment rubric (Anh et al., 2022), comprising vocabulary, grammar, intonation, pronunciation, and fluency, was used to assess speaking on a scale of 1- 10. The obtained data were analyzed by standard multiple regression. |\n|  |  | Results: The findings revealed that interest in foreign languages, pragmatic benefits, |\n|  |  | and English for professional reputation predicted the speaking progress of EFL |\n| Keywords:\u003Cbr>motivation, |  | learners; furthermore, communication apprehension and fear of negative evaluation significantly predicted the speaking progress of EFL learners. |\n| anxiety, task, |  | Conclusion: In conclusion, the study highlights the significant role of both motivation and anxiety in predicting the progress of Iranian EFL learners in task- |\n| speaking, |  | based speaking courses. By understanding these factors, educators can better design |\n| EFL Students |  | programs that enhance learner engagement and improve speaking proficiency. |\n| Cite this article: Rozati, S. M., Heidari Tabrizi, H., & Chalak, A. (2024). Motivation and Anxiety of Iranian Intermediate EFL Students as Predictors of Progress in Task-Based Speaking Courses. Iranian Journal of Learning and Memory, 7 (27), 53-71. DOI: [https://doi.org/10.22034/iepa.2025.504863.1521](https://doi.org/10.22034/iepa.2025.504863.1521) |  |  |\n| | © The Author(s) . Publisher: Iranian Educational Research Association.\u003Cbr>DOI: [https://doi.org/10.22034/iepa.2025.504863.1521](https://doi.org/10.22034/iepa.2025.504863.1521) |  |\n\nIntroduction  \nAlthough speaking is the paramount skill to be acquired in the process of mastering the English language, it simultaneously represents the most formidable challenge for EFL learners (Zhang & Liu, 2018) . Febriyanti (2011) posited that the deve","cbCaidAKyUDNNbUf","https://ap.wps.com/l/cbCaidAKyUDNNbUf","pdf",692867,"English","# Introduction\n## Task-Based Language Teaching (TBLT)\n## Prior Research on Tasks and Speaking Skills\n# Article Info\n## Objectives\n## Methods\n## Results\n## Conclusion","[{\"question\":\"What is the main objective of the study?\",\"answer\":\"The study aims to determine whether motivation and anxiety predict Iranian EFL learners’ progress in task-based speaking courses.\"},{\"question\":\"How were participants selected and what training was delivered?\",\"answer\":\"A total of 120 intermediate Iranian EFL learners were selected via convenience sampling in 2023–2024, then received ten sessions of task-based speaking training using tasks from American English File-Book 2.\"},{\"question\":\"Which instruments were used to measure motivation, anxiety, and speaking progress?\",\"answer\":\"Motivation was measured using the Motivation in Foreign-Language Learning Questionnaire, anxiety via the Foreign Language Classroom Anxiety Scale (FLCAS), and speaking progress via a speaking test scored with a rubric covering vocabulary, grammar, intonation, pronunciation, and fluency.\"},{\"question\":\"What did the results show about motivation and anxiety as predictors?\",\"answer\":\"Interest in foreign languages, pragmatic benefits, and English for professional reputation predicted speaking progress, while communication apprehension and fear of negative evaluation also significantly predicted progress.\"}]","Motivation and Anxiety of Iranian Intermediate EFL Students as Predictors of Progress in Task-Based Speaking Courses | PDF",1789727793,48]