چکیده:
AbstractDeveloping self-regulated learners has been the life-long ambition of different stakeholders in education. This study was set out to find the relationships between self-regulated strategies as defined by time and resource management, cognitive and metacognitive strategies, achievement goals classified as mastery, performance-approach and performance-avoidance, and the listening achievement of EFL learners. Two hundred and fifty five Iranian high-intermediate EFL learners attending Iran Language Institute of Mazandaran were randomly selected. Correlational analysis of the data demonstrated that self-regulated strategies were significantly correlated with mastery goal orientation and listening achievement of the learners. Performance-approach goal orientation was neither correlated with these strategies nor with mastery goal orientation. It only showed a significant negative correlation with performance-avoidance goal orientation. The findings are in congruence with the assumptions made in social cognitive theory of learning, expectancy-value theory and the model of self-regulated learning developed by Pintrich and De Groot (1990).
خلاصه ماشینی:
This study was set out to find the relationships between self-regulated strategies as defined by time and resource management, cognitive and metacognitive strategies, achievement goals classified as mastery, performance-approach and performance-avoidance, and the listening achievement of EFL learners.
Review of Literature Self-regulation and Listening Achievement Among the very limited studies conducteded relating the listeners' use of different learning strategies, different motivational beliefs and listening performance, Vandergrift, Goh, Mareschal, and Tafaghodtari (2006) came up with the conclusion that listening tasks which help students deal with the process of listening, by involving them in the different stages of prediction, monitoring, evaluation and problem-solving, can assist listeners to develop the meta-cognitive and strategic knowledge essential for developing a self-regulated listener.
In another study, Kitsantas, Steen, and Huio (2009) set out to explore the role of self- regulated learning strategies and goal orientation in predicting academic achievement.
The following instruments were used for the data collection in the present study: a listening comprehension test, an achievement goal orientation questionnaire, and a self-regulation questionnaire consisting of the following subscales: metacognitive, cognitive, and time and resource management strategies.
In essence, the findings of this study identified significant relatonships between differnet goal orientations, namely mastery goals, performance-avoidance goals, and different self-regulatory startegies and listening achievement of Iranian EFL learners and highlighted the importance of a consideration of motivational beliefs and a strategic approach towards learning in lesson planning and material development by EFL teachers, administrators and educators.