چکیده:
The aim of the present study was to investigate Iranian
EFL learners’ awareness and use of the self-regulated learning strategies
to check for the possible effects of such strategies on learners’ speaking
ability. The participants in the study were 40 EFL Iranian learners aged
18-20, attending a speaking course in four English language institutes in
Shiraz, Iran. The participants were randomly divided into two groups;
namely, the control and experimental, each including 20 learners. The
students in the experimental group were subjected to the self-regulated
learning intervention to promote awareness and use self-regulated learning
strategies. In contrast, the control group students were taught using
traditional approaches to English speaking with no use of such strategies.
However, the content of the instruction was the same for both
groups done by the same teacher for 14 consecutive weeks. The instruments
used in the study were two comparable IELTS full speaking
test, to evaluate the participants’ speaking skills. In addition, the
Self-regulation Questionnaire (Brown, Miller, & Lawendowski, 1999)
was employed to measure the participants’ awareness and use of selfregulated
learning strategies. The results indicated that that there was
a significant difference between the performances of the participants
in the experimental group on the speaking ability pre-and post-tests;
thus, a considerable progress in their speaking ability was observed as
a result of their knowledge on how to use self-regulated learning strategies.
In addition, the participants in the experimental group employed
self-regulated learning strategies more frequently to improve their speaking
ability than the participants in the control group. However, there
was no significant difference between male and female participants’ use
of self-regulated learning strategies.