Relationship Between L2 Motivational Self-system and Self-regulated Learning (SRL): A Case of EFL Learners in Iran
Subject Areas :
Sepideh Vafakhah
1
,
Parviz Maftoon
2
*
,
Masood Siyyari
3
1 - Ph.D. Candidate, Science and Research Branch, Islamic Azad University, Tehran, Iran
2 - Associate Professor, Science and Research Branch, Islamic Azad University, Tehran, Iran
3 - Assistant Professor, Science and Research Branch, Islamic Azad University, Tehran, Iran
Keywords: Attitudes to Learning, Ideal L2 Self, Motivational Self-system, Ought-to L2 Self, Self-regulation Strategy Use,
Abstract :
This study investigated whether there exists a noteworthy correlation between the L2 motivational self-system of Iranian EFL learners and utilization of self-regulation learning (SRL). A sample of 60 Iranian EFL learners was selected based on convenience sampling strategy. To obtain the necessary data, the researchers discussed the research goals with the language school's supervisor and obtained their consent. The researchers then explained the purpose and procedure to the participants who decided to take part in the research. The participants took the Motivational Self Questionnaire and Self-Regulated Language Learning Questionnaire. Pearson correlation suggested that learners' L2 motivational self-system had a statistically positive correlation with their self-regulation strategy use. Moreover, the analyzed data showed that there was a statistically strong positive relation between learners' score on ideal L2 self, ought-to L2 self, and attitudes to L2 learning, with their score on self-regulation strategy use. The study has implications for English language education programs, bringing into focus that educators need to be aware of the significance of personal characteristics including motivation and SRL strategies in language teaching. Teachers can help learners develop their L2 motivational self-system and self-regulation strategies by creating a supportive learning environ-ment and providing chances for students to take ownership of their learning and regulate their progress.
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