چکیده:
The effect of motivational self-regulatory strategies on L2 learners’ achievement has scarcely been examined within the context of our country, Iran. This study is concerned with examining the relationship between motivational self-regulatory strategies and their L2 reading and L2 writing achievement. It also explores the relationship of motivational self-regulatory strategies and use of language learning strategies among EFL learners. The results of the study indicate that 1. There is a significantly positive relationship of EFL learners’ motivational self-regulatory strategies and both their L2reading and L2 writing achievement; 2. There is a significant and positive relationship between motivational self-regulatory strategies and use of language learning strategies among EFL learners. The results of the interviews are also clearly in line with those of the questionnaires. The findings of these study postulate that EFL teachers should enrich their learners’ motivational self-regulatory to help them sustain their efforts and motivation while performing L2 reading and writing tasks.
خلاصه ماشینی:
"Validation of Motivational Self-regulatory Strategies Questionnaire and Examination of Its Relation to L2 Reading, L2 Writing and Use of Language Learning Strategies Behzad Ghonsooly Majid Elahi Shirvan Ferdowsi University of Mashhad, Iran Ferdowsi University of Mashhad, Iran ghonsooly@yahoo.
Therefore, this study tries to investigate the relationship between motivational self-regulatory strategies and L2 reading and L2 writing achievement and use of language learning strategies.
Almost all of interviewed students with greater use of motivational self-regulatory strategies tried to reduce the distracting factors around them by changing the structure of the classroom, taking a break, or changing the time of the performance of the L2 reading or writing tasks.
In the interviews, For example, 80% of the participants with greater use of motivational self-regulatory strategies had their own extrinsic motivations such as gaining higher scores on international examinations to sustain their effort during the L2 reading or L2 writing tasks.
90% of students with high frequency use of motivational self-regulatory strategies tried to make their L2 reading or L2 writing tasks more interesting by talking to their friends, checking their answers with them, or drawing graphs.
Therefore, it can be hypothesized that L2 learners who are able to self- regulate their motivation also use effective strategies to achieve higher scores in L2 language skills like reading and writing.
5. Conclusion Besides validating the Persian version of the motivational self-regulatory strategy questionnaire, the results of this study demonstrated a positive relationship between the strategies used by L2 learners to self-regulate their motivation and both L2 reading and L2 writing achievement."