ُSeyed Abolghassem Fatemi Jahromi; Ali Derakhshesh
Volume 14, Issue 19 , October 2018, , Pages 141-168
Abstract
Currently well-developed lines of theory and research on self-regulated learning (SRL) consider learners’ motivational beliefs as a precursor to the use of strategies. In accordance with this, the purpose of the present study was to explore the predictive power of five motivational factors (task interest, ...
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Currently well-developed lines of theory and research on self-regulated learning (SRL) consider learners’ motivational beliefs as a precursor to the use of strategies. In accordance with this, the purpose of the present study was to explore the predictive power of five motivational factors (task interest, outcome expectation, self-efficacy, goal orientation, and causal attribution) in language learning on undergraduates’ potential to utilize self-regulatory strategies. To this end, data were collected from 308 university students representing a variety of proficiency levels. Participants answered the Persian version of a newly developed instrument called Self-Regulated Language Learning Questionnaire (SRLLQ) which comprises a Motivational Beliefs and a Self-Regulatory Strategies dimension. Results from multiple regression analyses showed that only goal orientation, outcome expectation, and self-efficacy were strong predictors of students’ capacity to use self-regulatory strategies. Although only three motivational beliefs had significant predictive effects, generally this finding lends credence to the key role that motivational beliefs play in directing and controlling learners’ effort to learn, which in turn leads to improved academic performance. Based on the findings, several recommendations are made for guidance to stakeholders in promoting learners’ second language (L2) achievement in the context of universities.