Self-Regulation and Language Achievement of Young Iranian EFL Learners: (A Socio-Cognitive Perspective)
Subject Areas :Alieh Nasrollahi Mouziraji 1 *
1 - Department of English, Babol Branch, Islamic Azad University, Babol, Iran
Keywords: self-regulation, language achievement, motivation, cognitive, self-efficacy,
Abstract :
Research findings have demonstrated that self-regulation or systematic efforts to direct thoughts, feelings, and actions, toward the attainment of one's goals affect the enhancement of learning achievement and performance. Informed by the tenets of Bandura’s (1986) social cognitive theory, the purpose of this study was to examine the relationship between self-regulation and language achievement in Iranian EFL learners. The findings showed that the correlation between students’ self-regulation and language achievement was significant and positive (r = .69, n = 55, p<.0005). Students with high self-regulation abilities scored high on the final English examination, while those students with lower self-regulatory capabilities scored low on the same exam.
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