The Role of Self-Regulated Learning Capacities in Iranian EFL Undergraduates’ Argumentative Writing Task Performance
الموضوعات : Research in English Language Pedagogy
Ali Akbar Khomeijani Farahani
1
(Faculty of Foreign Languages and Literature, University of Tehran, Iran)
Fatemeh Faryabi
2
(Faculty of Foreign Languages and Literature, University of Tehran, Iran)
الکلمات المفتاحية: Argumentative Writing Task, EFL undergraduates, Self-Regulatory Capacities, Motivated S strategies for Learning Questionnaire,
ملخص المقالة :
The current study was an attempt to explore the relationship between Iranian EFL learners’ self-regulatory capacities and their argumentative writing task performance in order to analyze measures of complexity, accuracy, and fluency (CAF). To this end, 44 Iranian EFL undergraduates majoring in English literature at the University of Tehran were recruited based on convenience sampling to participate in this study. Employing a correlational design, the participants were required to perform an argumentative writing task and complete the Motivated Strategies for Learning Questionnaire designed by Pintrich, Smith, Garcia, and McKeachie (1991). Pearson product moment correlation indicated a significant relationship between self-regulated learning and writing task performance in relation to CAF measures. In addition, the results of multiple regression showed that resource management strategies and value component predicted 56.9% of grammatical accuracy of writing task. It was also shown that resource management strategies, value, and expectancy components predicted 56.5% of lexical complexity of writing task. Lastly, cognitive and metacognitive strategies, expectancy, and value components predicted 55.2% of the fluency of writing task. The findings of this study informs EFL writing pedagogy and English language teachers and syllabus designers with regard to the benefits of applying self-regulatory strategies in teaching and assessing writing.
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