The impact of learner-centered approach on Learners' motivation in Iranian EFL students

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Fatemeh Amiri
Leila Saberi


This study aimed to investigate the impact of learner-centered approach on Iranian EFL learners‟
motivation. To this aim, a pre-test post-test design was selected. The participants in this study consisted of
50 Iranian high school students, 25 male and 25 female, who were studying in two public high schools in
Shiraz, Iran. The age of the participants ranged between 15 to16. Sampling method of the study was
convenient sampling. The instrument used in the study was Motivational Strategies for Learning
Questionnaire (MSLQ). To analyze the data, paired samples t-test and Multivariate analysis of variance
were used. Results showed a significant impact for the learner-centered approach on EFL learners‟
motivation. However, no statistically significant difference was found between Iranian EFL students on
their learning motivation due to their gender.

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