The Relationship between Self-esteem and Conversational Dominance of Iranian EFL Learners’ Speaking

The Relationship between Self-esteem and Conversational Dominance of Iranian EFL Learners’ Speaking

The crucial role of affective factors like anxiety, inhibition, motivation and self-esteem have long been of interest in the field of language learning due to their enormous association with the cognitive processes involved in performance in a second or foreign language. This study aimed at investigating the relationship between Iranian EFL learners’ self-esteem and conversational dominance in terms of total spoken words, total spoken turns and interruptions in mixed groups (advanced and intermediate level). The participants were EFL advanced and intermediate female learners in Iran Language Institute (ILI) Tabriz, Iran. The data was collected by administering Coppersmith self-esteem questionnaire and recording and transcribing oral data. Pearson coefficient was used to examine the significance of correlation between self-esteem measures andthe components of conversational dominance in speaking performance. The results showed a positive correlation between self-esteem and conversational dominance in terms of total spoken words, total spoken turns and interruptions among the learners. The foundational role of affective variables in cognitive performance is emphasized as a result.

The crucial role of affective factors like anxiety, inhibition, motivation and self-esteem have long been of interest in the field of language learning due to their enormous association with the cognitive processes involved in performance in a second or foreign language. This study aimed at investigating the relationship between Iranian EFL learners’ self-esteem and conversational dominance in terms of total spoken words, total spoken turns and interruptions in mixed groups (advanced and intermediate level). The participants were EFL advanced and intermediate female learners in Iran Language Institute (ILI) Tabriz, Iran. The data was collected by administering Coppersmith self-esteem questionnaire and recording and transcribing oral data. Pearson coefficient was used to examine the significance of correlation between self-esteem measures andthe components of conversational dominance in speaking performance. The results showed a positive correlation between self-esteem and conversational dominance in terms of total spoken words, total spoken turns and interruptions among the learners. The foundational role of affective variables in cognitive performance is emphasized as a result.