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چکیده
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The present study aimed to analyze the correlation between Iranian EFL learners’ motivation components and their vocabulary knowledge in an online pedagogical environment.Hence, the researcher attempted to analyze the motivation components that can predict learners’ vocabulary knowledge. To this end, The OPT (see Appendix A)consists of 60 multiple-choice items and quickly measures a student's general language ability so you can place him or her into the appropriate level class for a language course, Tuan et al. motivation questionnaire and 40 multiple-choice and pre-intermediate vocabulary tests from Family and Friends book were distributed among 60 EFL students at Khalaghan-Javan English Institution in Khorramabad. And also employing an online WhatsApp group among selected EFL learners to teach the Family and Friends book 4. After collecting the data,Pearson's Correlation and ANOVA tests were run to answer the research questions of the study. Analyzing the variables showed a normal normality test for all six components of the Tuan et al. motivation questionnaire such as Self-Efficacy, Active Learning Strategies,Science Learning Value.Performance Goal, Achievement Goal, Learning Environment Stimulation based on the KolmogorovSmirnov test. Moreover, analyzing the correlation between vocabulary tests and the six components of the motivation questionnaire revealed a significant correlation (p<0.05) between students’ various motivational tendencies and their vocabulary knowledge in the present study. However, SE and AG motivation components had strong relationships, PG and LES had moderate relationships with vocabulary learning, and ALS and SLV components had weak relationships with participants’ vocabulary learning. Furthermore, running the ANOVA test revealed that all motivation components significantly predicted (p=01; p<.0.05) EFL learners’ vocabulary achievements. However, among all six motivation components, only the self-efficacy component significantly predicted (p=.000; p<0.05) vocabulary knowledge among Iranian EFL learners. It was concluded that online settings provided the students with strong beliefs to manage and learn much more vocabulary. Students’ self-efficacy reflected their sufficient confidence to have control over their motivations to learn more vocabulary in online settings. Consequently, the findings of the study can be a good guideline for English language teachers to improve learrs’ final vocabulary achievements.
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