The Relationship between Iranian EFL Learners' Goal-oriented and Self-regulated Learning and Their Language Proficiency

In this study, the Persian versions of "Goal Orientation Scale" developed by Midgley, Kaplan, Middleton, &Maehr (۱۹۹۸) and "Self-regulation Trait Questionnaire" developed by O'Neil and Herl (۱۹۹۸) were piloted on ۱۹۹ and ۱۸۹ participants respectively. When the researchers were assured that these two instruments enjoyed satisfactory reliability and construct validity, the Persian versions of "Goal Orientation Scale" and "Self-regulation Trait Questionnaire" along with a TOEFL test (۱۹۹۵) were administered to ۱۲۷ participants. The results of data analysis showed that there was a significant relationship between goal-oriented learning and language proficiency. Also, there was a significant relationship between task goal orientation and language proficiency. However, no significant relationship was found between ability-approach and ability-avoid goal orientation and language proficiency. In addition, there was a significant relationship between self-regulated learning and language proficiency.

کلیدواژه ها:

self-regulated learning ، Achievement Goal Orientation ، language proficiency ، Teaching English as a Foreign Language