Department of English Language Teaching and Literature, Velayat University, Iranshahr, Iran.
Abstract: (35 Views)
Objectives: This study investigated the impact of self-regulation strategies on language proficiency development among high school EFL students in Iran, examining the effectiveness of explicit cognitive and motivational strategy training on overall language achievement.
Method: In a quasi-experimental pretest-posttest design, 28 male intermediate-level learners (CEFR B1) were randomly assigned to control (n=14) and experimental (n=14) groups. Over 8 weeks, the experimental group received explicit training in six key self-regulatory strategies: memory enhancement techniques (mnemonics), SMART goal setting, reflective self-assessment, strategic help-seeking, learning responsibility, and organizational approaches (concept mapping). The control group continued standard instruction. Using the Pearson Placement Test as pre- and post-assessment, data were analyzed using SPSS version 18 with descriptive statistics, Pearson correlation, and independent samples t-tests.
Results: A robust positive correlation emerged between self-regulation strategy implementation and language proficiency gains (r = 0.932, p < 0.01). The experimental group showed significantly higher post-test scores (M=120.79, SD=24.48) than controls (M=103.50, SD=16.06). Effect size calculations (Cohen's d=0.82) indicated large practical significance.
Conclusion: These findings substantiate Zimmerman's (2000) self-regulation theory and provide empirical evidence that systematic strategy instruction enhances EFL learning outcomes. This study advocates integrating metacognitive awareness and motivational regulation into secondary language curricula, particularly in contexts with limited authentic input. Pedagogical implications emphasize the need for teacher training programs to incorporate explicit strategy instruction methodologies.
Method: In a quasi-experimental pretest-posttest design, 28 male intermediate-level learners (CEFR B1) were randomly assigned to control (n=14) and experimental (n=14) groups. Over 8 weeks, the experimental group received explicit training in six key self-regulatory strategies: memory enhancement techniques (mnemonics), SMART goal setting, reflective self-assessment, strategic help-seeking, learning responsibility, and organizational approaches (concept mapping). The control group continued standard instruction. Using the Pearson Placement Test as pre- and post-assessment, data were analyzed using SPSS version 18 with descriptive statistics, Pearson correlation, and independent samples t-tests.
Results: A robust positive correlation emerged between self-regulation strategy implementation and language proficiency gains (r = 0.932, p < 0.01). The experimental group showed significantly higher post-test scores (M=120.79, SD=24.48) than controls (M=103.50, SD=16.06). Effect size calculations (Cohen's d=0.82) indicated large practical significance.
Conclusion: These findings substantiate Zimmerman's (2000) self-regulation theory and provide empirical evidence that systematic strategy instruction enhances EFL learning outcomes. This study advocates integrating metacognitive awareness and motivational regulation into secondary language curricula, particularly in contexts with limited authentic input. Pedagogical implications emphasize the need for teacher training programs to incorporate explicit strategy instruction methodologies.
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