Relationship between Iraqi EFL Teachers’ Teaching Behavior and their Students’ L2 Motivation and Academic Self-concept

Abstract

This research aims to explore the connections between teacher behavior, L2 motivation, and academic self-concept (ASC) in Iraqi EFL high school contexts. Eight intact classes in Baghdad and Karbala were initially chosen for the study, with 200 students serving as the sample group. Data collection spanned three weeks, starting with students filling out a teacher behavior questionnaire in print. A week later, they responded to the L2 Motivational Self-System Questionnaire and, one more week later, completed the ASC questionnaire. The findings reveal a positive link between students’ L2 motivation, ASC, and various teacher behavior traits. Notably, all components of L2 motivation and ASC are correlated to different extents with teacher behavior traits, with enthusiasm and rapport showing as the most influential predictors. These results suggest that the learning environment preferences are tied to both students’ and teachers’ thinking styles. Hence, this study encourages language educators to consider the impact of the L2 classroom environment and their teaching practices to foster a more conducive learning atmosphere.