Self-Regulated Learning (SRL), Motivation and Language Achievement of Iranian EFL Learners

被引：16

作者：

Mahmoodi, Mohammad Hadi ^{[1
]}

Kalantari, Behrooz ^{[1
]}

Ghaslani, Rozhin ^{[1
]}

机构：

[1] Bu Ali Sina Univ, Hamadan 6517838695, Iran

来源：

PROCEEDINGS OF THE INTERNATIONAL CONFERENCE ON CURRENT TRENDS IN ELT | 2014年 / 98卷

关键词：

Self-regulated learning; SRL strategies; Motivation; L2; achievement; Iranian EFL learners; ACADEMIC-ACHIEVEMENT; CLASSROOM; EFFICACY; FEEDBACK;

D O I：

10.1016/j.sbspro.2014.03.517

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

The present study aimed to find the self-regulatory strategies that are most frequently used by Iranian EFL learners in Learning English, the relationship between motivation and SRL, and the relationship between SRL and L2 achievement. 130 EFL learners studying at two language institutes in Hamedan and Sanandaj were selected. A questionnaire including 46 items assessing self regulated learning and motivation was administered. Running frequency analysis, five most frequently used self-regulatory strategies by Iranian EFL learners were specified. In addition, while a significant relationship was found between motivation and SRL, there was no significant relationship between SRL and L2 achievement. (C) 2014 The Authors. Published by Elsevier Ltd.

引用

页码：1062 / 1068

页数：7

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