Effect of Self-regulation Instruction on L2 Motivational Self-system and Reading Comprehension of Iranian EFL Learners
الموضوعات : نشریه زبان و ترجمه
Sepideh Vafakhah
1
(Science and Research Branch, Islamic Azad University, Tehran, Iran)
Parviz Maftoon
2
(Science and Research Branch, Islamic Azad University, Tehran, Iran)
Masood Siyyari
3
(Science and Research Branch, Islamic Azad University, Tehran, Iran)
الکلمات المفتاحية: Ideal L2 self, L2 motivational self-system, Ought to L2 self, Reading comprehension, Self-regulation instruction,
ملخص المقالة :
While research signifies the role of emotions in second/foreign language education, the impact of receiving explicit instruction on EFL students’ emotions and language skills has been overlooked. To fill this gap, this study investigated the contribution of self-regulation strategy instruction to EFL learners' L2 motivational self-system, involving ideal L2 self, ought to L2 self, and attitude to L2 learning. To this end, a mixed-methods research design was utilized. The researchers administered L2 Motivational Self Questionnaire, Self-Regulated Language Learning Questionnaire (SRLLQ), and a Reading Test to 60 Iranian female EFL students. Also, semi-structured interviews were held to unpack students' opinions concerning the impact of self-regulatory instruction on their L2 motivational self-system. The results corroborated the effectiveness of self-regulation instruction in enhancing learners' L2 Motivational Self-System, improving reading performance, and increasing motivation, autonomy, and self-confidence. The results encourage teacher educators to make teachers familiar with novel approaches regarding self-regulation instruction to increase the quality of language teaching.
Abar, B., & Loken, E. (2010). Self-regulated learning and self-directed study in a pre-college sample. Learning and Individual Differences, 20, 25-29.
Aksan, N. (2009). A descriptive study: Epistemological beliefs and self regulated learning. Procedia Social and Behavioral Sciences, 1, 896–901
Alexander, P., Graham, S., & Harris, K. (1998). A perspective on strategy research: Progress and prospects. Educational Psychology Review, 10, 129-154.
Alotumi, M. (2021). EFL college junior and senior students' self-regulated motiva-tion for improving English speaking: A survey study. Heliyon, 7(4), 1-10. https://doi.org/10.1016/j.heliyon.2021.e06664
Boekaerts, M., Pintrich, P. R., & Zeidner, M. (2000). Handbook of selfregulation. Academic.
Brown, H. D. (1987). Principles of language learning and teaching. Prentice Hall.
Butler, D. & Winne, P. (1995). Feedback and self-regulated learning: A theoretical synthesis. Review of Educational Research, 65, 245-281.
Byrnes, J. P., Miller, D. C., & Reynolds, M. (1999). Learning to make good decisions: A self-regulation perspective. Child Development, 70, 1121- 1140.
Creswell, J. W. (2002). Educational research: Planning, conducting, and evaluating quantitative. Prentice Hall Upper Saddle River, NJ.
Davis, S. G., & Gray, E. S. (2007). Going beyond test-taking strategies: Building self-regulated students and teachers. Journal of Curriculum and Instruction, 1(1), 31-47.
Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Lawrence Erlbaum.
Dörnyei, Z. (2009). The L2 motivational self system. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 9-42). Multilingual Matters.
Dörnyei, Z., Csizer, K., & Nemeth, N. (2006). Motivation, language atitudes and globalisation: A Hungarian perspective. Multilingual Matters.
Dörnyei, Z., & Ryan, S. (2015). The psychology of the language learner revisited. Routledge.
Eslami, M., & Sahragard, R. (2021). Investi-gating the effect of self-regulatory strategy development on Iranian EFL learners' metadiscoursal writing skill. Language Teaching Research Quarterly, 21, 54-65. https://doi:10.32038/ltrq.2021.21.04
Ferreira, P. C., & Simão, A. M. V. (2012). Teaching practices that foster self-regulated learning: A case study. Educational Research eJournal, 1 (1), 1-16.
Gardner, R. C., & Lambert, W. E. (1972). Attitudes and motivation in second language learning. Newbury House.
Ge, X. (2021). Emotion matters for academic success. Educational Technology Research and Development, 69(1), 67-70.
Hemmati, F., Sotoudehnama, E., & Morshedian, M. (2018). The impact of teaching self-regulation in reading on EFL learners' motivation to read: Insights from an SRL model. Journal of Modern Research in English Language Studies, 5(4), 131-155. https://doi: 10.30479/JMRELS.2019.10583.1325
Higgins, E. T. (1987). Self-discrepancy: A theory relating self and affect. Psychological Review, 94(3), 319-340.
James, P. L. (2012). Developing self-regulated reader (Unpublished master‘s thesis). California State University, California.
Krashen, S. D. (1985). The input hypothesis: Issue and implications. Longman.
Kumi-Yeboah, A. (2012). Self-regulated learning and reading in social studies: K-12 level. International Forum of Teaching and Studies, 8(2), 25-31.
Leong, F. L., & Austin, J.T. (2006). The psychology research handbook: A guide for graduate students and research assistants (2nd ed.). Sage Publications.
Lockee, E. (2008). Motivation through conscious goal setting. Applied and Preventive Psychology, 21( 5), 117-124.
Maftoon, P., & Tasnimi, M. (2014). Using self-regulation to enhance EFL learners' reading comprehension. Journal of Language Teaching and Research, 5(4), 844-855.
Markus, H. & Nurius, P. (1986). Possible selves. American Psychologist.
McCann, E. J., & Garcia, T. (1999). Maintaining motivation and regulating emotion: Measuring individual differences in academic volitional strategies. Learning and Individual Differences, 11, 259-279.
Miele, D. B., & Scholer, A. A. (2018). The role of metamotivational monitoring in motivation regulation. Educational Psychologist, 53(1), 1-21.
Morshedian, M., Hemmati, F., & Sotoudehnama, E. (2017). Training EFL learners in self-regulation of reading: Implementing an SRL model. Reading & Writing Quarterly, 33(3), 290-303.
Moyer, A. (2018). An advantage for age? Self-concept and self-regulation as teachable foundations in second language accent. CATESOL Journal, 30(1), 95-112.
Muis, K. R. (2007). The role of epistemic beliefs in self-regulated learning. Educational Psychologist, 42, 173-190.
Mulcahy-Ernt, P. I., & Caverly, D. C. (2009). Strategic study-reading. In R. F. Flippo & D. C. Caverly (Eds.), Handbook ofcollege reading and study strategy research (2nd ed., pp. 177-198). Erlbaum.
Noels, K. A. (2003). Learning Spanish as a second language: Learners’ orientations and perceptions of their teachers’ communication style. In Z. Dörnyei (Ed.), Attitudes, orientations, and motivations in language learning (pp. 97-136). Blackwell.
Paris, S., & Paris, A. (2001). Classroom applications of research on selfregulated learning. Educational Psychologist, 36(2), 89-101.
Perry, N. E., Turner, J. C., & Meyer, D. K. (2006). Student engagement in the classroom. In P. Alexander & P. Winne (Eds.), Handbook of educational psychology (pp. 327-348). Erlbaum.
Pintrich, P. R. (2004). A conceptual framework for assessing student motivation and self-regulated learning in college students. Educational Psychology Review, 16, 385-407.
Salehi, M., & Jafari, H. (2015). Development and validation of an EFL self-regulated learning questionnaire, Southern African Linguistics and Applied Language Studies, 33(1), 63-79.
Sarkeshikian, A. H., Tabatabaee, S. A. M., & Memarian, M. (2018). Self-regulatory listening strategies in EFL: The development and validation of a questionnaire. Foreign Language Research Journal, 8(2), 603-626. https://doi: 10.22059/JFLR.2018.249347.450
Schunk, D. H. (1996). Goal and self-evaluative influences during children's cognitive skill learning. American Educational Research Journal, 33, 359-382.
Taguchi, T., Magid, M. & Papi, M. (2009) The L2 motivational self system among Japanese, Chinese, and Iranian learners of English: A comparative study. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 66-97). Multilingual Matters.
Tseng, W. T., Chang, Y. J., & Cheng, H. F. (2015). Effects of L2 learning orientations and implementation intentions on self-regulation. Psychological Reports, 117(1), 319-339.
Ushioda, E. (2001). Language learning at university: Exploring the role of motivational thinking. In Z. Dörnyei & R. Schmidt (Eds.), Motivation and second language acquisition (pp. 91-124). University of Hawaii Press.
Wigfield, C., Eccles, J., MacIver, D., Reuman, D., & Midgley, C. (1991). Transitions during early adolescence: Changes in children’s domain-specific self-perceptions and general self-esteem across the transition to junior high school. Developmental Psychology, 27, 552-565.
Yin, X. (2021). The interplay of EFL students' enjoyment, hope, pride and self-regulation. Frontiers in Psycholo-gy,12(3)1-7. https://doi.org/10.3389/fpsyg.2021.803476
Zimmerman, B. (1986). Becoming a self-regulated learner: Which are the key processes? Contemporary Educational Psychology, 11, 307-313.
Zimmerman, B. (1989). A social cognitive view of self-regulated learning and academic learning. Journal of Educational Psychology, 81, 329-339.
Zimmerman, B. (2000). Attaining self-regulation: A social-cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13–39). Academic Press, San Diego, Calif, USA.
Zimmerman, B. (2008). Investigating self-regulated and motivation: Historical background, methodological development, and future prospect. American Educational Research Journal, 45(3), 166-185.
Zimmerman, B., & Kitsantas, A. (2014). Comparing students’ self-discipline and self-regulation measures and their prediction of academic achievement. Contemporary Educational Psychology, 39(2), 145-155.
Zumbrunn, S., Tadlock, J., Roberts, E. (2011). Encouraging self-regulated learning in the classroom: A review of the literature. Metropolitan Educational Research Consortium (MERC), Virginia Commonwealth University.