individual qualities and integrative motivation and their prediction of non-linguistic outcomes of learning english in intermediate iranian students: a psychological perspective

abstract this study investigated the predictability of variables from a motivational framework as well as individuals qualities to predict three non-linguistic outcomes of language learning. gardners socio-educational model with its measures has been used in the current study. individual qualities presented in this study include (1) age, (2) gender, and (3) language learning experience. the three non-linguistic outcomes are (1) willingness to communicate, (2) perceived communication competence, and (3) intention to continue english studies. attitude/motivation test battery and non-linguistic outcome measures were administered to 100 language learners studying english at academic center for education, culture, and research (jahad daneshgahi) (mean age= 25.89 years; 63% females). correlation and regression analysis showed motivational intensity and confidence in learning english had a greater role in the prediction of perceived communication competence, wtc, and intention to continue english studies. in addition, perceived communicative competence for men is more than women and people with the experience of one to three years in english studies have a higher perceived communication competence.