An exploration of EFL learners' perceptions of classroom activities and their achievement goal orientations

Abstract

The present paper delved into EFL students' perceptions of their classroom activities. To do so, a two-phase study was designed. The first phase included an array of different steps to validate the Persian version of the 'Students Perceptions of Classroom Activities' scale among 'English as a foreign language' (EFL) students. The scale measures four perceptions: interest, challenge, choice, and joy. In the second phase, we utilized the validated questionnaire along with an achievement-associated instrument to explore the relationship between EFL students' perceptions of their classroom activities and their achievement goal-orientations. The latter scale measures three achievement goals, namely, mastery, performance, and avoidance. The results of confirmatory factor analysis (CFA) and reliability estimates demonstrated the acceptable validity and reliability indices. The findings of the second phase attested to the hypothesized association between students' perceptions of classroom activities and their goal-orientations. The highest correlation was obtained between mastery goal and interest; the lowest correlation was observed between avoidance goal and joy.