Structural Equation Modelling of Male and Female ESP Lecturers’ Self-Efficacy, Personality, and Teaching Motivation by Considering the Meditating Role of their Writing Ability

Articles in Press

Document Type : Original Article

Authors

Department of English Language and Literature, Ur.C., Islamic Azad University, Urmia, Iran.

Abstract

The present study strived to determine the extent to which Iranian male and female English for Specific Purposes (ESP) lecturers’ self-efficacy and personality predicted their teaching motivation by considering the meditating role of their writing ability. To this end, the researchers used convenience sampling to select 153 male and 182 female ESP lecturers at 26 universities in Iran as the participants. Moreover, they administered the demographic information questionnaire, teaching motivation questionnaire, self-efficacy questionnaire, personality questionnaire, and the writing test of the study to the participants in a two-week period. Furthermore, the researchers took advantage of a reliable framework for assessing the participants’ writing performance. Finally, the researchers used Structural Equation Modelling to perform the data analysis of the study. The results indicated that male and female lecturers’ self-efficacy and personality were significant predictors of their teaching motivation. Moreover, their writing ability significantly mediated the relationships between their self-efficacy, personality, and teaching motivation. The results may provide ESP lecturer educators, syllabus designers, and lecturers with guidelines on the role of lecturer factors in the process of ESP instruction.

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Main Subjects

Journal of Studies in Language Learning and Teaching

Articles in Press, Accepted Manuscript
Available Online from 17 June 2026

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History

  • Receive Date: 12 December 2025
  • Revise Date: 22 May 2026
  • Accept Date: 17 June 2026

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