Interrelationships among L۲ motivation, learning strategies, self-regulation, and L۲ proficiency: A correlational study

Recently, Self-Regulated Language Learning (SRLL) has attracted too much attention; however, a few studies have investigated the interrelationships between it and its components of L۲ Motivational Self System (L۲MSS), Language Learning Strategies (LLS), and Second Language Proficiency (L۲P). As such, this study explored the interrelationships between self-regulated learning (SRL), L۲MSS, LLS, and L۲P among ۳۱۳ Iranian high school English students through employing a correlational research design and convenience sampling. Quantitative data were collected through translated L۲MSS, SRLL, and LLS questionnaires and self-report L۲P forms. The data analysis indicated that the strongest correlation is between the ideal L۲ self and L۲P (r = .۵۰۳, p < .۰۵). However, the lowest correlation was found between SRL and L۲P (r = .۲۸, p < .۰۵). The study found that the ideal L۲ self was a significantly stronger statistical predictor of L۲P than SRLL (F (۱, ۲۸۹) = ۸۷.۶۳۵, p < .۰۵) in this sample. These results indicate that SRLL showed a weaker association with L۲P than the motivational and strategy variables examined. The study highlights the importance of integrating the ideal L۲ self alongside SRLL into the teaching and learning process, given the comparatively stronger association observed for the ideal L۲ self. In addition, the study discusses the educational implications and proposes suggestions for future research.

کلیدواژه ها:

L۲ Motivational Self System ، L۲ Proficiency ، Language Learning Strategies ، Self-Regulated Language Learning