چکیده:
The current mixed-method research aimed to investigate the effects of self-constructs on self-regulation. To this end, a number of 127 Iranian EFL learners were chosen randomly as the sample of the study. To collect data, semi-structured interviews were designed. Also, correlation analysis and regression analysis were run on the data. The results of interview data suggested that motivated learners who reported self-regulation tended to display positive visualization of their ideal L2 self and self-efficacy beliefs. Besides, the result of correlation analysis indicated that ideal L2 self had stronger association with self-efficacy beliefs than with self-regulation, suggesting that it is necessary to hold positive beliefs towards language learning in order to visualize oneself as a proficient and successful language user. Of the two self-constructs, self-regulation turned out to be most strongly associated with self-efficacy followed by ideal L2 self indicating that what characterizes self-regulated learners is that their levels of self-efficacy is higher compared to those who are not. Finally, the result of regression analysis revealed that self-efficacy and, to the lesser extent, ideal L2 self were found as direct predictors of self-regulation. It seems unlikely to be a motivated learner without the actual beliefs in ones’ ability and a strong actualization of one’s image as a successful language user.
خلاصه ماشینی:
The results of interview data suggested that motivated learners who reported self-regulation tended to display positive visualization of their ideal L2 self and self-efficacy beliefs.
Besides, the result of correlation analysis indicated that ideal L2 self had stronger association with self-efficacy beliefs than with self-regulation, suggesting that it is necessary to hold positive beliefs towards language learning in order to visualize oneself as a proficient and successful language user.
, (2009) emphasized the positive influence of the ideal L2 self on language learning motivation, the powerful factor that can efficiently elicit self-regulatory behavior in EFL learners.
(2009) concluded motivation and the effort that learners invest in learning a language as the strong predictors of the learners’ idealized L2 self-image.
Furthermore, Wang, Schwab, Fenn, and Chang (2013) indicated a strong association between self-efficacy, English language test scores, and self-regulatory strategies.
For example, Iwaniec (2014), in a mixed-method study, examined the association between three concepts of self-constructs (self-efficacy beliefs, ideal L2 self, and English self-concept) and self-regulation among Polish students.
The interview questions elicited data about a number of topics confirmed to be relevant in the L2 motivation literature; namely, L2 learning goals, learner’s beliefs about their ability to study English, effort invested in learning the L2 and, attitudes and experience toward learning a language and self-regulatory strategies that students implement in their process of learning English.