The Inter-Relationship of Bilingualism, Self-Regulation, and Learning Motivation among Iranian EFL Learners

Bilingualism is a widespread phenomenon with cognitive, social, and educational implications. This study investigates the relationships between bilingualism, self-regulation, and learning motivation among Iranian high school students, comparing monolingual Persian speakers with bilingual individuals fluent in Persian-Turkish, Persian-Kurdish, or Persian-English. Using a quantitative approach, data were collected from ۱۲۷ Iranian students ranged from sixteen to eighteen years-old through validated self-report questionnaires assessing self-regulation and motivation. Results revealed that bilingual participants demonstrated significantly higher levels of both self-regulation and motivation compared to monolinguals, indicating a positive association between bilingual experience and these psychological constructs. The study also found a moderate positive correlation between self-regulation and motivation, suggesting their interconnected nature. However, no significant differences were observed among bilingual subgroups or between genders. The results align with theoretical frameworks, such as Zimmerman’s self-regulation model and self-determination theory, emphasizing bilingualism's association with goal-directed learning and motivation. These findings suggest the importance of bilingual education in supporting cognitive and motivational development and call for policies recognizing linguistic diversity as a resource.

کلیدواژه ها:

Bilingualism ، educational psychology ، Iranian EFL learners ، learning motivation ، self-regulation