The Relationship Among EFL Learners Academic Self-Regulation, Academic Self-Concept, And Autonomy

The purpose of the current study was to investigate the relationship between EFL learners’ academic self-concept and autonomy and academic self-regulation and autonomy. The participants of this study were 155 randomly selected male and female undergraduate students majoring in English Literature and English Translation and Teaching English as a Foreign Language at Gonbad Islamic Azad University, Gonbad Payamenoor University, Gonbad Shams University and Gonbad University. Their ages ranged from 20-30 years old. They were given three questionnaires: Academic Self-concept Scale (ASCS) (Reynolds, 1988), Motivated Strategies for Learning Questionnaire (MSLQ) (Pintrich&DeGroot, 1990), and Learner Autonomy Questionnaire (Zhang & Li, 2004). In order to find out the relationships between the variables, Pearson s Product-Moment correlation was conducted. Preliminary analyses were performed to ensure that the assumptions of normality, linearity, and homoscedasticity were observed prior to running the parametric correlation. The results revealed that there was a significant relationship between EFL learners academic self-regulation and autonomy (r= .299, N= 105, p= .002<.05), but there was no significant relationship between EFL learners’ academic self-concept and autonomy (r= -.061, N= 106, p= .534> .05). Since the correlation between academic self-concept and autonomy did not turn out to be significant, the researcher could not draw a multiple regression. A standard regression through enter method was carried out and the results showed that academic self-regulation is a significant predictor of autonomy (B= .299, t= 3.184, p= .002<.05, part= .299). The obtained results may help EFL teachers, teacher trainers, and material developers to possess a broader perspective towards the TEFL practice

کلیدواژه ها:

Academic Self-Regulation ، Academic Self-Concept ، Autonomy