چکیده:
To investigate the predictive power of language learning strategy types on meta-cognitive and motivational self-regulated learning components (task value, control of learning beliefs, and test anxiety), 149 male and female BA level students, majoring in English translation and English language teaching were selected to participate in this study. To collect data, a Michigan Test of English Language Proficiency (MTELP) was given to homogenize the students. In addition, the participants were also asked to answer the Strategy Inventory for Language Learning (SILL) and Motivated Strategies for Learning Questionnaire (MSLQ). Four separate stepwise multiple regression procedures were used to analyze the obtained data. The results showed that cognitive, meta-cognitive and compensation strategies had predictive power for meta-cognitive self-regulated learning. Moreover, meta-cognitive, memory, and affective strategies were predictors of task value. The findings also showed significant relationships between meta-cognitive strategies and control of learning beliefs. In addition, the only negative predictor of test anxiety were communication strategies.
خلاصه ماشینی:
The Role of Language Learning Strategies in Predicting Meta-cognitive and Motivational Self-regulated Learning1 Abbas Ali Zarei*2 Mahboubeh Guilanian3 Received: 2016/03/15 | Revised: 2016/12/11 | Accepted: 2017/05/03 Abstract To investigate the predictive power of language learning strategy types on meta-cognitive and motivational self-regulated learning components (task value, control of learning beliefs, and test anxiety), 149 male and female BA level students, majoring in English translation and English language teaching were selected to participate in this study.
Although many studies have been done in the field of educational psycholo- gy, few studies have investigated the predictive power of language learning strategies on meta-cognitive self- regulated learning, task value, control of learning beliefs, and test anxiety as components of self-regulated learning.
Since text anx- ious students at all levels of education cannot easily use self-regulated learning strategies, they perform poorly and complete a test with difficulty despite hav- ing good study skills (Bandalos, Finney, & Geske, 2003; Everson, Millsap, & Ro- driguez, 1991; Pajares & Miller, 1994; McKeachie, Lin, & Middleton, 2004; Van Zile-Tamsen, & Livingston, 1999).
Neuville, Frenay, and Bourgeois (2007) investigated the relationships between motivational self-regulated learning components (task value, self- efficacy, and goal orientations) and achievement behaviors of 184 Belgian psy- chology students.
Thus, the purpose of this study is to partially fill this gap by investigating the predictive power of language learning strategies on meta-cognitive self-regulated learning and some of the subcatego- ries of motivational self-regulation including task value, control of learning be- liefs, and test anxiety.