همایش رویکردهای میان رشته ای به آموزش زبان، ادبیات و مطالعات ترجمه

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صفحه اصلی / پنجمین همایش رویکردهای میان رشته ای به آموزش زبان، ادبیات و مطالعات ترجمه

The Relationship between L2 Motivational Self-System and Self-Regulated Learning

نویسندگان :

Maryam Meshkat¹ Milad Ghasemi² Vahid Mohagheghpour³

1- دانشگاه تربیت دبیر شهید رجایی 2- دانشگاه فردوسی مشهد 3- دانشگاه تربیت دبیر شهید رجایی

کلمات کلیدی :

L2 motivational self-system،Self-regulation strategies،ideal self

چکیده :

The present study investigated the relationship between L2 motivational self-system; ideal self, ought-to self and L2 learning experience and self-regulation learning strategies plus its components. This ex post facto study was conducted by distributing two questionnaires: Motivated Strategies for Learning Questionnaire (MSLQ) (Pintrich, 2005) and L2 Motivational Self-system Questionnaire (Dornyei, 1991) among 200 students (100 males and 100 females) aged from 12 to 35 from pre-intermediate to advanced levels all of whom were studying at an English language institute. The data from the questionnaires were entered into the SPSS for analysis. The results provided evidence for a positive correlation between motivation and self-regulation. A correlation analysis yielded a positive relationship between ideal-self and critical thinking, metacognitive self-regulation, peer learning, help seeking, and self-regulation were found. Ought-to-self displayed a weak correlation with rehearsal, organization, and self-regulation. Besides, L2 learning experience also exhibited weak associations with rehearsal, elaboration, critical thinking, time and study environment, effort regulation, and help-seeking. Results also show that ought-to self and L2 learning experience are able to predict the use of self-regulation with L2 learning experience having a stronger contribution. The ideal-self, however, does not significantly contribute to self-regulation.