EFL Learners’ Deployment of Motivational Self-Regulatory Strategies and their Academic Achievement مقاله

نویسنده: Safdari، Saeed ؛ Maftoon، Parviz ؛

Issues in Language Teaching June 2016, Volume 5 - Number 1 رتبه علمی-پژوهشی (وزارت علوم/ISC (‎26 صفحه - از 25 تا 50 )

کلیدواژه ها: Academic Achievement Motivation self-regulation motivational self-regulatory strategies MSRSs Iran EFL Learners Islamic Azad University However Pintrich Iranian

چکیده:

Self-regulation of learning has been extensively investigated in second language (L2) learning. Many studies have focused on the strategies that language learners employ to regulate their own learning processes. However, motivational self-regulation is considerably less explored. The aim of this study was to investigate the relationship between motivational self-regulatory strategies (MSRSs) and academic achievement. A motivational self-regulation questionnaire was administered to 64 male and female adult Iranian EFL learners to measure their choice of various strategies. The quantitative data was analyzed by applying correlational and multivariate analyses. The results demonstrated that there was a strong relationship between motivational self-regulatory strategy use and academic achievement. However, no difference was found between male and female learners in their use of the strategies. Further examination revealed that higher-achieving students differed from lower-achieving participants in their preference for strategies. The article concludes that while all learners use extrinsic rewards to self-regulate their motivation, more successful learners tend to manipulate learning tasks to make the tasks intrinsically interesting and pleasant. Also, more successful learners set both long-term and short-term goals to motivate themselves. The results underscore the importance of students’ personal interests, needs and goals, and suggest that teachers foster learners’ command of the strategies through instruction and cooperative activities.

خلاصه ماشینی:

Prior studies have shown associations between students’ use of MSRSs and motivational disposition on one hand, and various affective, cognitive and metacognitive aspects of self-regulated learning on the other (Butler, 2005; Dignath & Büttner, 2008; Donker, De Boer, Kostons, Dignath van Ewijk, & Van der Werff, 2014; Pintrich & De Groot, 1990; Pintrich & Garcia, 1991; Smit, Brabander, Boekaerts & Martens, 2017; Ushioda, 2006; Wolters, 2003). Generally, these studies indicate that learners who employ self-regulated learning strategies also tend to use MSRSs and are more motivated. Pintrich (2000) offers a detailed and more comprehensive definition of self-regulation: It is an active, constructive process whereby learners set goals for their learning and then attempt to monitor, regulate, and control their cognition, motivation, and behavior, guided and constrained by their goals and the contextual features in the environment. When students are taught to use self-regulation strategies in the context of academic learning, their performance and motivation for learning will improve (Cleary, Gubi, & Prescott, 2010). PURPOSE OF THE STUDY According to what has been reviewed, research on motivational self- regulation and its potential relationship with academic achievement in second language learning studies is scarce and inconclusive. Is there any statistically significant relationship between motivational self-regulatory strategy use of L2 learners and their academic achievement? They suggested that learners with a motivational orientation which incorporates goals of learning and challenge, and personal beliefs that the task is interesting and important, "will engage in more metacognitive activity, more cognitive strategy use, and more effective effort management" (p.

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