Keywords
Internal Locus of Control
Learner Autonomy
EFL Learners
Iran
How to Cite
Abstract
This study quantitatively examines the relationship between tertiary level EFL learners’ internal locus of control and their autonomy both as a predictor and a determiner, and the impact of learners’ age and gender on their internal locus of control. To achieve such goals two questionnaires were distributed to 132 Iranian EFL learners (90 female, 42 male) in a university in Iran. A correlation analysis of the data shows a positive significant relationship between learners’ internal locus of control and their autonomy which reveals that internal locus of control is a significant predictor of those learners’ autonomy. The data also show the learners’ gender and age have no significant impact on their internal locus of control and, thus, also no impact on their autonomy.
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