10.57647/jals.2025.0501.09

Investment in Learning Among Iranian Teaching English as a Foreign Language (TEFL) Students: A Four-Component Model

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  • Fatemeh Sokhanvar1,
  • Dr. Andisheh Saniei*2,
  • Dr. Marzieh Bagherkazemi1,
  1. Department of English Language Teaching, ST.C., Islamic Azad University, Tehran, Iran
  2. Department of English Language Teaching, Ro.C., Islamic Azad University, Roudehen, Iran

Received: 2025-07-01

Revised: 2025-08-16

Accepted: 2025-09-15

Published in Issue 2025-09-30

Copyright (c) 2025 Fatemeh Sokhanvar, Dr. Andisheh Saniei, Dr. Marzieh Bagherkazemi (Author)

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

How to Cite

Sokhanvar, F., Saniei, A., & Bagherkazemi, M. (2025). Investment in Learning Among Iranian Teaching English as a Foreign Language (TEFL) Students: A Four-Component Model. Journal of Applied Linguistics Studies, 5(1). https://doi.org/10.57647/jals.2025.0501.09
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Abstract

The construct of investment in learning addresses critical questions about students' dedication to their educational pursuits. Accordingly, this research aimed to develop a construct-validated model of Iranian teaching English as a foreign language (TEFL) students' investment in learning by quantifying the construct using a researcher-made questionnaire. Based on a review of related studies, interviews with TEFL student teachers, and input from academics and field experts, a four-component model was designed. These components include learners' identities and potential selves, access to different capitals, commitment to learning, and professional facets of TEFL students. The study involved 443 Iranian TEFL student teachers from various universities selected through convenience sampling. The initial 38-item survey was refined following expert feedback, reducing it to 34 items. Exploratory Factor Analysis (EFA) was then conducted with 243 participants, leading to the retention of 28 items. A subsequent Confirmatory Factor Analysis (CFA) with 200 participants further refined the model, resulting in a finalized 25-item questionnaire. Its implications are significant for the field of TEFL education: understanding the components of investment in learning can inform the development of targeted teacher training programs and strategies, ultimately enhancing teaching practices and learning outcomes in diverse educational contexts. 

Keywords

  • Investment in Learning; Access to Different Capitals; Commitment to Learning; Learners' Identities and Potential Selves; Professional Facets
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