The Relationships between Self-Regulated Language Learning, Learning Strategies and Language Proficiency
الموضوعات : Journal of Applied Linguistics Studies
Nima ZabihiAtergeleh
1
,
Mehrshad Ahmadian
2
,
Shaban Najafi Karimi
3
1 - Department of English, Qaemshahr Branch, Islamic Azad University, Mazandaran, Iran
2 - Department of English, Qaemshahr Branch, Islamic Azad University, Mazandaran, Iran
3 - Department of English Language Teaching, Qaemshahr Branch, Islamic Azad University, Qaemshahr, Iran
الکلمات المفتاحية: Language learning strategies, Language proficiency, Self-regulated language learning,
ملخص المقالة :
Although self-regulated learning has attracted much attention recently, few studies have investigated how the variable contributes to learners’ language proficiency (LP). In addition, previous studies have not compared the relationships between self-regulated language learning (SRLL) and LP with the relationships between learning strategies (LSs) and LP. The present study, therefore, investigated the correlation between SRLL, LSs, and LP among 313 Iranian high school English language learners by completing the two questionnaires and a self-assessment form. In order to achieve results, correlational analysis design and convenience sampling were used. The data analysis showed the strongest correlations between metacognitive strategy (r = .553, p < .05) and other LS. Besides, metacognitive strategies can significantly predict SRLL (F (1, 309) = 135.932, p < .05). Additionally, the strongest correlations can be found between metacognitive (r = .499, p < .05), SRLL, and LP. Moreover, the strongest correlations between metacognitive (r = .499, p < .05) SRLL and LP can be found. Finally, metacognitive strategies considered are the best predictors of LP (F (1, 308) = 92.089, p < .05). The study highlights the correlation between SRL, LSs, and LP, emphasizing the importance of incorporating SRL into the teaching and learning process for educators. The pedagogical implications of the findings and suggestions for further research are also discussed.
Abbasian, G. R., & Hartoonian, A. (2014). Using self-regulated learning strategies in enhancing language proficiency with a focus on reading comprehension. English Language Teaching, 7(6), 160-167.
Amini, D., Anhari, M. H., & Ghasemzadeh, A. (2020). Modeling the relationship between metacognitive strategy awareness, self-regulation and reading proficiency of Iranian EFL learners. Cogent Education, 7(1), 1787018.
Andrade, M. S., & Bunker, E. L. (2011, May). Developing self-regulated distance language learners: A promising practice. In Proceedings of the Fourth Annual Self-regulated Learning in Technology Enhanced Learning Environments conference sponsored by the Targeted Cooperative Network of European Institutions (STELLAR-TACONET), Barcelona, Spain (pp. 113-125).
Azar, F. K., & Saeidi, M. (2013). The Relationship between Iranian EFL Learners' Beliefs about Language Learning and Their Use of Learning Strategies. English Language Teaching, 6(11), 167-174.
Bachman, L. F. (1990). Fundamental considerations in language testing. Oxford university press.
Bachman, L. F., & Palmer, A. S. (1996). Language testing in practice: Designing and developing useful language tests (Vol. 1). Oxford University Press.
Baker, W., & Boonkit, K. (2004). Learning strategies in reading and writing: EAP contexts. RELC journal, 35(3), 299-328.
Ben-Eliyahu, A., & Bernacki, M. L. (2015). Addressing complexities in self-regulated learning: A focus on contextual factors, contingencies, and dynamic relations. Metacognition and Learning, 10, 1-13.
Bialystok, E. (1990). The competence of processing: Classifying theories of second language acquisition. TESOL quarterly, 24(4), 635-648.
Boekaerts, M. (1996). Self-regulated learning at the junction of cognition and motivation. European psychologist, 1(2), 100-112.
Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied linguistics, 1(1), 1-47.
Celce-Murcia, M., Dörnyei, Z., & Thurrell, S. (1995). Communicative competence: A pedagogically motivated model with content specifications. Issues in Applied linguistics, 6(2), 5-35.
Chomsky, N. (1965). Aspects of the Theory of Syntax. Cambridge, MA: MIT Press.
Cohen, A. D. (2014). Strategies in learning and using a second language. Routledge.
Cohen, L., Manion, L., & Morrison, K. (2017). Research methods in education. Routledge.
Efklides, A. (2011). Interactions of metacognition with motivation and affect in self-regulated learning: The MASRL model. Educational psychologist, 46(1), 6-25.
Ellis, R. (2008). Investigating grammatical difficulty in second language learning: Implications for second language acquisition research and language testing. International Journal of Applied Linguistics, 18(1), 4-22.
Forbes, K., & Fisher, L. (2018). The impact of expanding advanced level secondary school students' awareness and use of metacognitive learning strategies on confidence and proficiency in foreign language speaking skills. The Language Learning Journal, 46(2), 173-185.
Fukuda, A. (2018). The Japanese EFL Learners' Self-Regulated Language Learning and Proficiency. Journal of Pan-Pacific Association of Applied Linguistics, 22(1), 65-87.
Gelbar, N. W. (2013). Examining the contribution of learning and study strategies on reading comprehension in secondary students with Dyslexia.
Gharbavi, A., & Mousavi, S. A. (2012). Do Language Proficiency Levels Correspond to Language Learning Strategy Adoption? English Language Teaching, 5(7), 110-122.
Ghonsooly, B., & Elahi Shirvan, M. (2012). Validation of motivational self-regulatory strategies questionnaire and examination of its relation to L2 reading, L2 writing and use of language learning strategies. Iranian Journal of Applied Language Studies, 2(1), 31-62.
Graham, S. (2007). Learner strategies and self-efficacy: Making the connection. Language Learning Journal, 35(1), 81-93.
Gravetter, F., & Wallnau, L. (2014). Essentials of statistics for the behavioral sciences, Belmont, CA: Wadsworth. Greenglass, E., Antonides, G., Christandl, F., Foster, G., Katter, JK, Kaufman, BE & Lea, SE (2014), “The financial crisis and its effects: Perspectives from economics and psychology”, Journal of Behavioral and Experimental Economics, 50, 10-12.
Green, J. M., & Oxford, R. (1995). A closer look at learning strategies, L2 proficiency, and gender. TESOL quarterly, 29(2), 261-297.
Grenfell, M., & Harris, V. (2002). Modern languages and learning strategies: In theory and practice. Routledge.
Hadwin, A. F., Oshige, M., Gress, C. L., & Winne, P. H. (2010). Innovative ways for using gStudy to orchestrate and research social aspects of self-regulated learning. Computers in Human behavior, 26(5), 794-805.
Hatch, E., & Farhady, H. (1982). Research design and statistics for applied linguistics. Newbury House.
Hymes, D. (1971). Competence and performance in linguistic theory. Language acquisition: Models and methods, 1, 3-28.
Hymes, D. (1972). On communicative competence. sociolinguistics, 269293, 269-293.
Lan, R., & Oxford, R. L. (2003). Language learning strategy profiles of elementary school students in Taiwan. International Review of Applied Linguistics in Language Teaching, 41(4), 339-379.
Macaro, E. (2002). Learning strategies in foreign and second language classrooms. Learning Strategies in Foreign and Second Language Classrooms, 1-288.
Mirhassani, A., Akbari, R., & Dehghan, M. (2007). The relationship between Iranian EFL learners' goal-oriented and self-regulated learning and their language proficiency. Teaching English Language, 1(2), 117-137.
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.
Ok, L. K. (2003). The relationship of school year, sex and proficiency on the use of learning strategies in learning English of Korean junior high school students. Asian EFL Journal, 5(3), 1-36.
O'Malley, J. M., & Chamot, A. U. (1990). Learning strategies in second language acquisition. Cambridge, UK: Cambridge University Press.
Oxford R. L. (1990). Language learning strategies: what every teacher should know. Heinle & Heinle.
Oxford, R. L. (2016). Teaching and researching language learning strategies: Self-regulation in context. Taylor & Francis.
Panadero, E. (2017). A review of self-regulated learning: Six models and four directions for research. Frontiers in psychology, 8, 422.
Pawlikowska-Smith, G. (2002). Canadian language benchmarks theoretical framework [Electronic version]. Canada: Centre for Canadian language benchmarks, 1-108.
Pazhakh, A. R. (2006). Second foreign language learning strategies and their variations across language proficiency levels among Iranian EFL learners (Estrategias de aprendizaje del segundo idioma y su variación a través de niveles de competencia en los alumnos Iraníes de EFL). Innovaciones de negocios, 3(6), 301-315.
Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In Handbook of self-regulation (pp. 451-502). Academic Press.
Rao, Z. (2016). Language learning strategies and English proficiency: interpretations from information-processing theory. The Language Learning Journal, 44(1), 90-106.
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.
Schunk, D. H., & Zimmerman, B. J. (1997). Social origins of self-regulatory competence. Educational psychologist, 32(4), 195-208.
Selinker, L. (1972). Interlanguage, IRAL: International Review of Applied Linguistics, 10. Connor, U (1996) Contrastive Rhetorics, USA: CUP.
Stander, M. (2020). The relationship between language learning strategies and language proficiency amongst multilingual L2 students. Scrutiny2, 25(1), 86-103.
Taguchi, T., Magid, M., & Papi, M. (2009). The L2 motivational self system among Japanese, Chinese and Iranian learners of English: A comparative study. Motivation, language identity and the L2 self, 36, 66-97.
Tahmasebi, A. (1999). Vocabulary learning strategies and the level of language proficiency. [Unpublished MA thesis]. Tarbiat Modarres University. Tehran, Iran.
Teng, L. S., & Zhang, L. J. (2016). A questionnaire‐based validation of multidimensional models of self‐regulated learning strategies. The Modern Language Journal, 100(3), 674-701.
Thao, T. Q., & Long, N. C. H. (2020). The use of self-regulated language learning strategies among Vietnamese English-majored freshmen: A case study. VNU Journal of Science: Education Research, 36(1).
Wallnau, L. B. (2002). Essentials of statistics for the behavioral sciences. Wadsworth/Thomson Learning.
Wang, C., & Bai, B. (2017). Validating the instruments to measure ESL/EFL learners' self-efficacy beliefs and self-regulated learning strategies. TESOL quarterly, 51(4), 931-947.
Wenden, A. (1987). Metacognition: An expanded view on the cognitive abilities of L2 learners. Language learning, 37(4), 573-597.
Winne, P. H. (1995). Inherent details in self-regulated learning. Educational psychologist, 30(4), 173-187.
Winne, P. H., & Hadwin, A. F. (1998). Studying as self-regulated learning. In D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.), Metacognition in educational theory and practice (pp. 277–304). Lawrence Erlbaum Associates Publishers.
Yabukoshi, T. (2021). Self-regulation and self-efficacy for the improvement of listening proficiency outside the classroom. The Language Learning Journal, 49(1), 27-40.
Yildirim, R., & Akcayoglu, D. I. (2015). Strategy-based English language instruction: the impact on the language proficiency of young gifted learners. Education 3-13, 43(2), 97-114.
Zhang, D., & Zhang, L. J. (2019). Metacognition and self-regulated learning (SRL) in second/foreign language teaching. Second handbook of English language teaching, 883-897.
Zhang, L. J., Gu, P. Y., & Hu, G. (2008). A cognitive perspective on Singaporean primary school pupils' use of reading strategies in learning to read in English. British Journal of Educational Psychology, 78(2), 245-271.
Zimmerman, B. J. (1986). Becoming a self-regulated learner: Which are the key subprocesses? Contemporary educational psychology, 11(4), 307-313.
Zimmerman, B. J. (1998). Academic studding and the development of personal skill: A self-regulatory perspective. Educational psychologist, 33(2-3), 73-86.
Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In Handbook of self-regulation (pp. 13-39). Academic press.
Zimmerman, B. J. (2013). Theories of self-regulated learning and academic achievement: An overview and analysis. Self-regulated learning and academic achievement, 1-36.
Zimmerman, B. J., & Schunk, D. H. (2011). Motivational sources and outcomes of self-regulated learning and performance. Handbook of self-regulation of learning and performance, 5(3), 49-64.
Zimmerman, B. J., & Schunk, D. H. (2011). Handbook of self-regulation of learning and performance. Routledge/Taylor & Francis Group.
