Fostering EFL Learners’ Behavioral, Cognitive, and Emotional Engagement in Iranian EFL Classrooms: The Contribution of Morality as Cooperation Factors

Bayat, Zahra; Zareian, Gholamreza; Zolfagharkhani, Moslem; Ghaniabadi, Saeed

doi:10.22034/ijpie.2025.553464.1146

Fostering EFL Learners’ Behavioral, Cognitive, and Emotional Engagement in Iranian EFL Classrooms: The Contribution of Morality as Cooperation Factors

Document Type : Original Article

Authors

Zahra Bayat ¹

Gholamreza Zareian ²

Moslem Zolfagharkhani ²

Saeed Ghaniabadi ²

¹ Department of English Language, Hakim Sabzevari University, Sabzevar, Iran

² Faculty of Literature and Humanities, Department of English Language, Hakim Sabzevari University, Sabzevar, Iran

10.22034/ijpie.2025.553464.1146

Abstract

Morality plays a vital role in how learners engage with learning, shaping not just behavioral actions but their deeper cognitive and emotional connections. This study investigates whether morality as cooperation (MAC) factors can foster behavioral, cognitive, and emotional engagement among Iranian EFL learners. Grounded in seven MAC dimensions, family, group, reciprocity, heroism, deference, fairness, and property, the study situates engagement within Iran's secondary school context where strong socio-cultural norms and examination pressures prevail. The quantitative study surveyed 500 EFL students at the 7th to 12th grades with an equal proportion of male and female students. Primary data were collected using the Language Classroom Engagement Scale (LCES) and the Morality as Cooperation Questionnaire (MAC-Q). Structural equation modeling (SEM) via SPSS 26.0 and AMOS 24.0 probed MAC factor-relationship to dimensions of engagement, with model fit indices and bootstrapping guiding estimation. All MAC factors are positively related to the three dimensions of engagement (behavioral, emotional, cognitive). Of these, group, reciprocity, and heroism are the strongest predictors of Overall Language Class Engagement (LCE). Deference is negatively correlated with emotional engagement, implying intricate effects of some moral dispositions on affective commitment. Overall, the results show that MAC supports learner motivation, emotional commitment, and cognitive effort in language learning. The paper urges adding moral growth to EFL teaching to boost participation and achievement, highlighting how moral values, group support, and heroism can enhance motivation and focus while addressing challenges like deference in Iranian classrooms.

Keywords

Morality as cooperation (MAC)

Language classroom engagement (LCE)

English as a Foreign Language (EFL) learners

Subjects

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