Goal Orientation as a Predictor of Iranian EFL Learners' Self-Regulation Strategy Use [پايان نامه لاتين]
Maryam Fathi
| Record Identifier: | 52406 |
| Title: | Goal Orientation as a Predictor of Iranian EFL Learners' Self-Regulation Strategy Use |
| Personal Name: | Maryam Fathi |
| Studied Course: | Teaching English as a Foreign Language (TEFL) |
| Supervisor: | Dr. Mohammad Mahdi Hajmalek |
| College: | Humanities |
| University: | Khatam |
| Descriptor: | Self-Regulated Learning Goal Orientation Mastery Goal Orientation Ability-Avoidance Goal Orientation Ability-Approach Goal Orientation |
| Degree: | Master |
| Studied Year: | 2024 |
| Abstract: | The present explanatory mixed-methods study investigated the relationship between Goal Orientation and Self-Regulation strategies used by Iranian EFL learners. The quantitative phase of the study employed a correlational design with Goal Orientation as the predictor variable and Self-Regulation Strategy Use as the predicted variable. A descriptive and interpretive approach was taken in the qualitative phase. For the quantitative phase, 130 male and female intermediate and upper-intermediate EFL learners in private institutes in Tehran, selected via convenience sampling, completed questionnaires assessing their Goal Orientation (task, ability-approach, and ability-avoidance) and Self-Regulation strategy use. Furthermore, learners’ opinion towards the perception of Goal Orientation in language learning and its role in Self-Regulation strategy use was qualitatively studied. For the qualitative phase, 13 male and female Iranian EFL learners were selected via convenience sampling. The results showed that higher levels of any Goal Orientation were associated with increased use of most Self-Regulation strategies, except for intrinsic motivation. Task Goal Orientation was the strongest predictor of Self-Regulation, except for intrinsic motivation and specific subcategories. Ability-Approach and Ability-Avoidance Goal Orientations positively correlated with most Self-Regulation strategies, excluding certain categories. Through qualitative analysis, learners’ perception of Goal Orientation was investigated. Learners reported that Goal Orientation played a key role in their Self-Regulation. The study emphasized the multifaceted nature of Goal Orientation and its crucial role in empowering EFL learners to become effective language learners. It highlights the positive relationship between Goal Orientation and most Self-Regulation strategies, suggesting that fostering Goal-Oriented learning environments can promote effective strategy use and enhance language learning outcomes. |
| شماره ثبت | جزء | نسخه | جلد | بخش | قسمت | مرجع | شماره بازیابی | در دست امانت | تاریخ بازگشت | ملاحظات | |
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| 228489 | 1 |
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