IMPACT OF EFL TEACHERS' TEACHING STYLE ON STUDENTS' COGNITIVE MOTIVATION AND ANXIETY: INSIGHTS FROM COGNITIVE LINGUISTICS
Keywords:
Cognitive Linguistics, EFL Students' Motivation, EFL Teachers' Teaching Style, Foreign Language Classroom Anxiety, PLS SEM, Teaching MethodsAbstract
The purpose of this empirical study is to examine the impact of EFL teachers' teaching style on students' second language learning motivation and anxiety at the higher educational level with regard to cognitive linguistics perspectives. The useable sample size was n = 410 (n=186 male and n=224 female respondents) undergraduate EFL students of the Department of English at two public sector universities in Karachi, Sindh, Pakistan. Moreover, a systematic random sampling technique was employed, whereas a survey questionnaire was used for data collection for the present study. Partial Least Square -Structural Equation Modeling" (PLS-SEM) technique was used to analyze the data using Smart PLS 3 software. The first finding revealed that EFL teachers' teaching style was positively related to EFL students' motivation. The second finding revealed that EFL teachers' teaching style was not positively related to EFL students' foreign language classroom anxiety. Furthermore, the research model of present research holds medium predictive power, and thus, the findings can be generalized. The mediation, moderation, and qualitative interviews were beyond the scope of the present study.
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