The present study 1 Research questions

The present study is an attempt to highlight the significance contribution of self-regulation strategy use in foreign language learning contexts by addressing the following questions:

1. What are the most frequently used self-regulated learning strategies among Iranian EFL Learners? 2. Is there any significant difference in the use of self-regulated learning strategies of young adult and adult

EFL learners?

3. Is there any significant difference in the use of self-regulated learning strategies EFL learners use across language proficiency groups?

3.2 Participants

The present study examined the strategy use among a group of 280 participants, who were learning English at one of the branches of Iran Language Institute (ILI) located in northeastern Tehran. Further screening procedures eliminated those participants who had not filled out the questionnaires completely. Upon the completion of the screening procedure, 257 participants’ responses were analyzed. All enrolled students took an English Placement test prepared by the testing unit of the institute and accordingly were placed in at appropriate proficiency levels. The participants were classified into four groups based on the proficiency levels in which they had already been placed by the language institute.

Table 1

Participants in Proficiency Groups

Pre-intermediate 59

Intermediate 58

High intermediate 42

Advanced 50

3.3 Instruments

The instrument employed in the study is the Motivated Strategies for Learning Questionnaire (MSLQ); the second part of the MLSQ was used to collect information concerning the use of different learning strategies by language learners. The learning strategies scale part, which is based on a general cognitive model of learning and information processing, has three subscales: cognitive, metacognitive, and resource management. The questionnaire was developed on a seven-point Likert Scale format. It included the following strategies: rehearsal (4 items), elaboration (6 items), organization (4 items), critical thinking (5 items), metacognitive self-regulation (12 items), time/study environment management (8 items), effort

Modern Journal of Language Teaching Methods ISSN:2251-6204

management (4 items), peer learning (3 items), help seeking (4 items), totaling in 50 items. The configuration of the self-regulated learning strategies questionnaire and the number of items under each subscale are presented in Table 2.

Table 2

Components of Self-regulated Learning Strategies

Learning Strategies Scales Number of Items

Rehearsal 4

Elaboration 6

Organization 4

Critical thinking 5

Metacognitive self-regulation 12

Time/study environment management 8

Effort management 4

Peer learning 3

Help seeking 4

Total number of items 50

3.4 Procedures

The criterion for classification of participants into different proficiency levels was the institutional classification. Participants representing pre-intermediate, intermediate, high-intermediate, and advanced levels were requested to take part in the present study. Data from basic and elementary levels were not collected as they had limited experience in language learning and were not familiar with language learning strategies. The participants were briefed on the purpose of the survey and were instructed to fill out the questionnaires solely based on their initial impression of the statement without deliberation so as to minimize response bias.

3.5 Findings

First, the internal reliability of the questionnaire was measured using Cronbach’s Alpha Coefficient. The results indicated that the data set was suitable to conduct further statistical tests (α = 0.93). In order to identify the most frequently used self-regulated learning strategies among EFL learners in the present study context, the components of the self-regulated learning strategies in the questionnaire were analyzed using descriptive statistics. The results are presented in Table 3.

Table 3

Descriptive Statistics of Self-regulated Learning Strategies

Minimum Maximum Mean Std. Deviation Skewness

Statistic Statistic Statistic Statistic Statistic Std. Error

Metacognitive Self-Regulation 2.33 7.00 4.9048 .85978 -.219 .155 Elaboration 1.50 7.00 4.8077 1.09095 -.350 .155 Critical Thinking 1.40 7.00 4.7634 1.18761 -.464 .155 Help Seeking 1.50 7.00 4.7449 1.16531 -.434 .155 Rehearsal 1.00 7.00 4.7140 1.30615 -.229 .154 Time/Study Environmental Management 1.75 6.88 4.6691 1.04545 -.259 .156 Effort Regulation 1.25 7.00 4.5833 1.32175 -.204 .153 Organization 1.00 7.00 4.4444 1.38966 -.262 .153 Peer Learning 1.00 7.00 3.5204 1.44449 .148 .153 Valid N (listwise)

Modern Journal of Language Teaching Methods ISSN:2251-6204

As seen, the most frequently used strategies are metacognitive self-regulation (M=4.9) followed by elaboration (M=4.8) and critical thinking (M=4.7).

To obtain more information about the self-regulating strategies, the descriptive statistics for each individual strategy were examined. Items 76, 41, and 35 were the most frequently used strategies. These strategies pertain to metacognitive self-regulation and time/study environmental management. As seen in Table 4, the most frequently used strategy is related to determining which concepts are hard to understand. This is concerned with thinking about ones’ learning, which is a category of metacognitive strategies. The second most frequently used strategy, i.e., “When I become confused about something I'm reading for this class, I go back and try to figure it out”, is a metacognitive self-regulation strategy.

Table 4

Descriptive Statistics of the Individual Self-regulated Learning Strategies

Item Mean Std. Deviation

Statistic Statistic Q76 When studying for this course I try to determine which concepts I don't

understand well. 6.0781 1.23739

Q41 When I become confused about something I'm reading for this class, I go back

and try to figure it out. 5.9219 1.47985

Q35 I usually study in a place where I can concentrate on my course work. 5.7704 1.50968

Q73 I attend this class regularly. 5.6260 1.52641

Q75 I try to identify students in this class whom I can ask for help if necessary. 5.5529 1.71954 Q66 I try to play around with ideas of my own related to what I am learning in

this course. 5.3953 1.57419

Q64 When reading for this class, I try to relate the material to what I already

know. 5.3898 1.51464

Q57 I often find that I have been reading for this class but don't know what it was

all about. 5.3071 1.86718

Q65 I have a regular place set aside for studying. 5.2756 1.88683

Q39 When I study for this class, I practice saying the material to myself over and

over. 5.2646 1.72528

Q69 I try to understand the material in this class by making connections between

the readings and the concepts from the lectures. 5.2126 1.53035 Q74 Even when course materials are dull and uninteresting, I manage to keep

working until I finish. 5.2008 1.71573

Q42 When I study for this course, I go through the readings and my class notes

and try to find the most important ideas. 5.1362 1.75026

Q68 When I can't understand the material in this course, I ask another student in

this class for help. 5.1190 1.88349

Q54 Before I study new course material thoroughly, I often skim it to see how it is

organized. 5.0817 1.94181

Q59 I memorize key words to remind me of important concepts in this class. 5.0791 1.75754 Q33 During class time I often miss important points because I'm thinking of other

things. 5.0739 1.88082

Q62 I try to relate ideas in this subject to those in other courses whenever possible. 5.0196 1.60081 Q38 I often find myself questioning things I hear or read in this course to decide if

I find them convincing. 4.9222 1.83120

Q60 When course work is difficult, I either give up or only study the easy parts.

(reverse coded) 4.9176 1.95749

Q78 When I study for this class, I set goals for myself in order to direct my

activities in each study period. 4.8968 1.69287

Q81 I try to apply ideas from course readings in other class activities such as

lecture and discussion. 4.8706 1.84938

Modern Journal of Language Teaching Methods ISSN:2251-6204