چکیده:
This study aimed to investigate the relationship between foreign language causal
attributions, metacognitive self-regulation and speaking performance of Iranian EFL
learners. To this end, 202 intermediate EFL students, studying English at private
language teaching institutes in three provinces of Hamedan, Golestan, and
Khuzestan were selected based on the convenience sampling procedure. To collect
data, Causal Dimension Scale II (CDS II) (McAuley, Duncan, & Russell, 1992) and
Motivated Strategies for Learning Questionnaire (MSLQ) (Pintrich, Smith, Garcia &
McKeachie, 1991) were employed. Moreover, the interview section of IELTS Exam
was also used to measure speaking ability of the learners. The results of the study
showed that there was a significant positive correlation between the participants’ L2
speaking ability and the locus of causality and the internal control dimensions of
attribution theory. But, there was significant negative correlation between L2
speaking ability and the external control and the stability dimensions. There was
also positive significant correlation between L2 speaking ability and metacognitive
self-regulation. Moreover, it was found out that successful and unsuccessful EFL
learners attributed their success and failure in L2 speaking performance mainly to
internal factors. It was also found that among the independent variables of the study,
meta-cognitive self-regulation was the stronger predictor of the participants' L2
speaking performance. The findings of this study are hoped to suggest a number of
implications for EFL teachers, learners, syllabus designers, and parents.
خلاصه ماشینی:
Relationship between Iranian Intermediate EFL Learners' Foreign Language Causal Attributions, Meta-Cognitive Self- Regulation and Their L2 Speaking Performance Mohammad Hadi Mahmoodi1*, Fatima Karampour2 1*Assistant Professor, Depatment of English Language, Faculty of Huminities, Bu-Ali Sina University, Hamedan, Iran, mhmahmoodi@basu.
com Abstract This study aimed to investigate the relationship between foreign language causal attributions, metacognitive self-regulation and speaking performance of Iranian EFL learners.
This study tried to investigate the relationship between foreign language causal attributions, meta-cognitive self-regulation and speaking performance of Iranian intermediate EFL learners.
58 Journal of Modern Research in English Language Studies 6(2), 53-77 (2019) HakkıErten and Burden (2014) explored the relationship between academic self-concept, classroom test performance, and causal attributions for achievement among 267 Turkish students.
The findings showed that students Mahmoodi & Karampour / Relationship between Iranian intermediate EFL … 59 who considered intelligence and ability as controllable factors, were more motivated to learn to read, leading to better performance.
Finally, to answer the last research question, which was about the predictive power of the dimensions of attribution theory and meta-cognitive self-regulation about Iranian intermediate EFL learners' L2 speaking performance, multiple regression was used.
62 Journal of Modern Research in English Language Studies 6(2), 53-77 (2019) Table 2 Frequency and Percentage of Different Factors to which Successful EFL Learners Attribute their Success in L2 Speaking N Factors 157 Aptitude/ability 22 (14%) 157 Motivation 54 (34.