Exploring the Effect of an Entrepreneurship Awareness-raising Intervention on ELT Learners’ Entrepreneurial Intention, Mindset, Self-efficacy and Outcome Expectations

Nasser Fallah, Gholam Reza Kiany, Zia Tajeddin

doi:10.32038/ltrq.2022.27.04

European KnowledgeDevelopment Institute

Original Research

Exploring the Effect of an Entrepreneurship Awareness-raising Intervention on ELT Learners’ Entrepreneurial Intention, Mindset, Self-efficacy and Outcome Expectations

Nasser Fallah

Gholam Reza Kiany

Zia Tajeddin

Language Teaching Research Quarterly, Volume 27, Pages 55-75, https://doi.org/10.32038/ltrq.2022.27.04

Abstract
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This experimental study aimed to explore the effect of entrepreneurship education among English language teaching (ELT) learners in Iran. To this end, an entrepreneurship awareness-raising intervention was designed and evaluated through a mixed-method explanatory sequential design with hypotheses rooted in social cognitive career theory. The effectiveness of the intervention was first investigated quantitatively through pre-test and post-test among 41 ELT learners. Then, semi-structured interviews were conducted among 15 participants to triangulate and further explain the quantitative findings. The results of repeated measures of MANOVA revealed that ELT learners’ entrepreneurial intention, entrepreneurial self-efficacy, entrepreneurial mindset, and entrepreneurial outcome expectations improved significantly from pre-test to post-test under the effect of the intervention. Further, the findings of qualitative data analysis confirmed the quantitative results and revealed that all of the participants took great satisfaction in the course, and they believed that the effectiveness of the course was even beyond their expectations. Implications are discussed.

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Keywords

Entrepreneurship Awareness-Raising Program; Entrepreneurial Intention; Mindset; Self-Efficacy; Outcome Expectations; Mixed-Method; ELT Context

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An Exploratory Empirical Research on Hope for Learning English as a Foreign Language

Author(s) Information

Nasser Fallah

Gholam Reza Kiany

Gholam Reza Kiany is a Professor of TEFL at Tarbiat Modares University, Tehran, Iran. He got his PhD in TEFL from the University of Essex in England in 1996. He has published many books and articles and has presented at international conferences. His areas of interest are program evaluation, language assessment, and research.

Zia Tajeddin

Zia Tajeddin is Professor of Applied Linguistics at Tarbiat Modares University, Iran. His main areas of research include teacher education, EIL/ELF pedagogy, and L2 pragmatics. He is the co-editor of the book series Studies in Language Teacher Education (Springer) and two international journals titled Applied Pragmatics (John Benjamins) and Second Language Teacher Education (Equinox). His recently published books are Lessons from Good Language Teachers (Cambridge University Press, 2020), Pragmatics Pedagogy in English as an International Language (Routledge, 2021), Teacher Reflection: Policies, Practices and Impacts (Multilingual Matters, 2022), Language Education Programs: Perspectives on Policies and Practices (Springer, 2023), and Language Teacher Identity Tensions: Nexus of Agency, Emotion, and Investment (Routledge, 2024).

Acknowledgments

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Funding

Not applicable.

Conflict of Interests

No, there are no conflicting interests.

Open Access

This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. You may view a copy of Creative Commons Attribution 4.0 International License here: http://creativecommons.org/licenses/by/4.0/