چكيده به لاتين
Abstract
With the advent of Communicative Approaches, the needs and goals of learners took on a great deal of importance since they affected the engagement of learners in classrooms. For this reason, this study attempted to find out if there could be any significant relationship between achievement goal orientations, self-regulated learning and English language achievement of Iranian EFL learners and see if the predictor variables could predict their English achievement. Furthermore, the learners’ most frequent achievement goal orientations and self-regulated learning strategies were investigated. To this end, two questionnaires of Patterns of Achievement Goal Orientations and Self-regulated Learning along with the Quick Placement Test were administered to English learners at three language institutes. The findings suggested that all the subscales of Achievement Goal Orientation Scale except for classroom performance approach goal were significantly and positively correlated with English achievement along with all the subscales of Self-regulated Learning Scale. However, the multiple regression revealed that only perceived mastery goal orientation and classroom mastery goal structure could significantly predict the English achievement of EFL learners along with two subscales of metacognitive and cognitive SRL strategies. The frequency of mean scores also indicated that EFL learners were mostly oriented towards mastery goals and performance avoids goals and they mostly used cognitive strategies, albeit not that much. The findings of the interview also proved that learners above the mean were mostly oriented to mastery goals and performance avoidance goals, but learners below the mean merely favored performance avoidance goals. Concerning SRL strategies, cognitive strategies were common for the learners below the mean and a combination of metacognitive and environmental strategies were mostly common for learners above the mean. Overall, the findings implied that mastery goals either the perceived one or classroom one could significantly predict the English language achievement of learners along with cognitive and metacognitive SRL strategies .Thus, EFL leaners in Iran should be encouraged to adopt mastery goals to free themselves from the negative anxiety stemming from performance goals and utilize more cognitive and metacognitive strategies to boost their English proficiency.
Key Words: Achievement Goal Orientation. Classroom Goal Structures. Self-regulated Learning
