Volume 4, Issue 4 (December 2025)
IJER 2025, 4(4): 1-20 |
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Bayat Z, Zareian G, Zolfagharkhani M, Ghaniabadi S. (2025). Moral Synergy in Language Learning: The Mediating Roles of Morality as Cooperation, Foreign Language Enjoyment, and Ideal L2 Self in the Relationship between Growth Language Mindset and Language Classroom Engagement. IJER. 4(4), 1-20. doi:10.22034/ijer.4.4.4
URL: http://ijer.hormozgan.ac.ir/article-1-340-en.html
URL: http://ijer.hormozgan.ac.ir/article-1-340-en.html
1- Ph.D. Candidate of ELT, Hakim Sabzevari University, Sabzevar, Iran
2- Associate Professor, Department of English Language, Hakim Sabzevari University, Sabzevar, Iran ,g.zareian@hsu.ac.ir
3- Associate Professor, Department of English Language, Hakim Sabzevari University, Sabzevar, Iran
2- Associate Professor, Department of English Language, Hakim Sabzevari University, Sabzevar, Iran ,
3- Associate Professor, Department of English Language, Hakim Sabzevari University, Sabzevar, Iran
Abstract: (1192 Views)
Objective: This study examines the influence of moral synergy on language learning, focusing on the mediating roles of Morality as Cooperation (MAC), Foreign Language Enjoyment (FLE), and Ideal L2 Self (IL2S) in the relationship between Growth Language Mindset (GLM) and Language Classroom Engagement (LCE) among Iranian English as a Foreign Language (EFL) learners in 2024.
Methods: Employing a quantitative approach and hypothesizing a serial mediation model, data were collected from 350 EFL learners, utilizing the standardized measures to assess the mediating function of MAC, FLE, and IL2S in the association between GLM and LCE through employing structural equation modelling (SEM). The bootsratp method was additionally applied to evaluate indirect effects.
Results: The findings reveal a significant positive relationship between the stated constructs. The analysis revealed strong correlations among constructs, particularly between GLM and LCE (r = 0.562, p < 0.001). Furthermore, the results demonstrated that MAC plays a crucial mediating role in connecting GLM to LCE (indirect β = 0.13, p < 0.001), alongside FLE (indirect β = 0.07, p < 0.001) and IL2S (indirect β = 0.07, p < 0.001). Additionally, the direct effect of GLM on LCE was significant (β = 0.28, p < 0.001), and the total effect of GLM on LCE, accounting for all mediating pathways, was substantial (β = 0.42, p < 0.001).
Conclusions: Overall, the findings emphasize the interconnected nature of these variables in enhancing language learning motivation and engagement. By promoting a collaborative classroom atmosphere rich in ethical considerations, educators can enhance not only language proficiency but also the moral development of learners, preparing them to become responsible global citizens.
Methods: Employing a quantitative approach and hypothesizing a serial mediation model, data were collected from 350 EFL learners, utilizing the standardized measures to assess the mediating function of MAC, FLE, and IL2S in the association between GLM and LCE through employing structural equation modelling (SEM). The bootsratp method was additionally applied to evaluate indirect effects.
Results: The findings reveal a significant positive relationship between the stated constructs. The analysis revealed strong correlations among constructs, particularly between GLM and LCE (r = 0.562, p < 0.001). Furthermore, the results demonstrated that MAC plays a crucial mediating role in connecting GLM to LCE (indirect β = 0.13, p < 0.001), alongside FLE (indirect β = 0.07, p < 0.001) and IL2S (indirect β = 0.07, p < 0.001). Additionally, the direct effect of GLM on LCE was significant (β = 0.28, p < 0.001), and the total effect of GLM on LCE, accounting for all mediating pathways, was substantial (β = 0.42, p < 0.001).
Conclusions: Overall, the findings emphasize the interconnected nature of these variables in enhancing language learning motivation and engagement. By promoting a collaborative classroom atmosphere rich in ethical considerations, educators can enhance not only language proficiency but also the moral development of learners, preparing them to become responsible global citizens.
Keywords: Morality as cooperation, Foreign language enjoyment, Ideal L2 self, Growth language mindset, Language classroom engagement
Type of Study: Original |
Subject:
Educational Psychology
Received: 2025/01/30 | Accepted: 2025/05/23 | Published: 2025/12/1
Received: 2025/01/30 | Accepted: 2025/05/23 | Published: 2025/12/1
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