The purpose of this study was to examine learned helplessness (LH) experienced by junior secondary students in English language learning classes in Iranian public schools. Through administering the Learned Helplessness Scale (LHS) and the Student Behavior Checklist (SBC) to 126 students in a public school in Tehran, we identified 44 students with LH characteristics. The sample was randomly assigned to experimental and control groups. By taking a motivational approach utilizing Dörnyei’s motivational strategies and supportive feedback in teaching English for a semester, positive results were found in minimizing LH symptoms and enhancing the experimental group’s academic performance. It became clear that teachers and their practices are prominent factors in promoting or alleviating LH symptoms and behavior. Also, we examined the unresponsive cases in the experimental group and possible causes for their persistent symptoms. The effects of the motivational intervention on students’ performance were verified through covariate analysis. Further implications have been discussed.

这项研究的目的是研究伊朗公立学校英语学习班的初中生所经历的学习无助感。通过对德黑兰公立学校的126名学生管理学习无助量表（LHS）和学生行为清单（SBC），我们确定了44名具有LH特征的学生。将样品随机分配到实验组和对照组。通过在上一学期的英语教学中采用Dörnyei的激励策略和支持性反馈的激励方法，在最小化LH症状和提高实验组的学术表现方面取得了积极的成果。显然，教师及其行为是促进或减轻LH症状和行为的重要因素。也，我们检查了实验组中无反应的病例及其持续症状的可能原因。通过协变量分析验证了动机干预对学生成绩的影响。已经讨论了进一步的含义。