The Effect of Using Self-Regulated Learning Strategies on Pronunciation Accuracy of Iranian EFL Learners

The aim of the present study was to investigate the effects of self-regulated learning strategies on pronunciation accuracy of intermediate English as a Foreign Language (EFL) learner. The research design contained quantitative data collection procedures. The present study was true-experimental study, with pretest-posttest design, which contained two variables, self-regulated learning strategies, pronunciation accuracy. To attain the purpose of the study, ۶۰ Iranian intermediate EFL learners were selected. The participants were randomly classified to experimental and control groups. The control group underwent a traditional based instruction but the experimental group was taught self-regulation learning strategies. The findings of the study indicated that using self-regulated learning strategies had a significant effect on learners' pronunciation accuracy. The results also demonstrated that the experimental group had better performance in comparison with control group in pronunciation accuracy test since they made fewer errors. The findings have implications for pedagogy as well as further research. Language instructors can use the results of the present research to help their learners to improve their pronunciation accuracy. Moreover, language teachers can use self-regulated learning strategies as a tool to help their students to become more proficient in language learning and try to use it in the classroom.

کلیدواژه ها:

EFL learners ، Pronunciation accuracy ، Self-regulation learning strategies