Validation of Motivational Self-regulatory Strategies Questionnaire and Examination of Its Relation to L۲ Reading, L۲ Writing and Use of Language Learning Strategies

The effect of motivational self-regulatory strategies on L۲ learners’ achievement has scarcely been examined within the context of our country, Iran. This study is concerned with examining the relationship between motivational self-regulatory strategies and their L۲ reading and L۲ writing achievement. It also explores the relationship of motivational self-regulatory strategies and use of language learning strategies among EFL learners. The results of the study indicate that ۱. There is a significantly positive relationship of EFL learners’ motivational self-regulatory strategies and both their L۲reading and L۲ writing achievement; ۲. There is a significant and positive relationship between motivational self-regulatory strategies and use of language learning strategies among EFL learners. The results of the interviews are also clearly in line with those of the questionnaires. The findings of these study postulate that EFL teachers should enrich their learners’ motivational self-regulatory to help them sustain their efforts and motivation while performing L۲ reading and writing tasks.