The Process of Changes In The Role of E-learning in Self - regulation Learning Strategies and The Motivation and Attitude of Foreign Language Learning of Secondary Students in Smart and Traditional Schools

The title of the present study is "the process of changes in the role of e-learning in self - regulation learning strategies and the motivation and attitude of foreign language learning of secondary students in smart and traditional schools" and its aim is comparing two smart and traditional schools in these variables, as well as studying the process of changes in these variables, during the transition from the first to the third level of secondary school. To this end, 496 high school students in Tehran were selected through targeted and accessible sampling methods. To measure the research variables, the selected students completed the instruments of this study, which included the questionnaire of "Motivated Strategies for Learning Questionnaire (MSLQ)" (Pintrich & De Groot, 1990) and "Attitude/motivation test battery" (Gardner, 1975). Using Cronbach alpha coefficient, two factor analysis of variance, Tukey post hoc test, correlation coefficient of Pearson and Fisher's Z, the obtained data was analyzed. The results of this study indicate that: Students of two types of schools have a significant difference in usage rate of self - regulation learning strategies and the level of motivation and attitude for learning foreign languages. The process of changes in the use of self - regulation learning strategies in smart schools has gradually slowed down and in traditional schools decreased from first to second grades and increased from second to third. The process of changes in motivation and the attitude of foreign language learning in both types of schools has decreased. The results also show that there is a significant relationship between the self - regulation learning strategies and the motivation and attitude of foreign language learning and the type of school in this regard is influential.