The present study aims to investigate the probable association between self-regulated strategies and self-identity changes among Iranian EFL learners. To achieve this purpose, 80 EFL students were selected according to convenience sampling from different language institutes in Mashhad. They were requested to complete the ' Motivated Strategies for Learning Questionnaires' (MSLQ) and 'Self-identity Changes' questionnaires. The findings yielded via correlation supported the theoretical expectation of a linkage between self-regulation and self-identity changes. The result revealed that there is a significant relationship between teachers' self-regulation high scores and self-confidence changes. Subsequent data from step-wise regression indicated that among sub-components of self-regulation, regulation, efficacy, and intrinsic value are the best predictors of learners' self-confidence changes. The conclusions and implications of the research are further discussed...

Given the importance of learner autonomy and its relationship with goal orientation, this study was an attempt to investigate the relationship between goalorientations and autonomy in Iranian EFL learners. To this end, two sets of questionnaires were distributed among 60 EFL learners in Kermanshah, to elicit their beliefs on the relationship between goal-orientation and autonomy, and also to predict which goal types contributes significantly to autonomy. Goal orientation was measured with a scale adapted from VandeWalle’s (1997) work-specific goal orientation scale which consisted of thirteen questions on three subscales: performance – prove goal orientation, performance-avoid goal orientation, and learning goal orientation. Learners’ autonomy was assessed by the use of another questionnaire designed by Chan, et al., (2002) on Learners’ Autonomy and consisted of three main sections assessing responsibility, ability, and activity. The results of Pearson correlation indicated that the...

This study aims to investigate the self-regulated learning strategies use and goal orientation of 236 EFL university students, 112 males and 124 females enrolled in the Faculty of Arts, Foreign Languages Department. The study also examines the relationship between self-regulated learning strategies use, goal orientation and GPA, focusing on differences in self-regulated learning strategy use and goal orientation across gender. The study also aims to explore whether EFL students' GPA can be predicted by students` achievement through self-regulated learning and goal orientation? The students were asked to answer questions on the Goal Orientation Questionnaire and Self-regulated Learning Inventory. For Self-regulated Learning Inventory the students answered each item statement using a 5-point Likert-scale that ranged from 1 (Never) through 5 (Always). One way ANOVA results revealed that there are differences between males and females in using SRL strategies and in GPA in the favour of females. However, there were differences between males and females in the goal orientation questionnaire to the advantage of males. Findings of multiple regression reported that self-regulated learning strategies and goal orientation were predictors of students` GPA.

This study aims at exploring the nexus between goal-orientation and demotivation of EFL university students in Iran. To measure goal-orientation, the study employed the Persian version of the ‘Achievement Goal Orientation Inventory’ designed by Midgley et al. (1998) and to assess learners’ demotivation, the Persian version of 'demotivation scale' designed and validated by Sakai and Kikuchi (2009) and translated to Persian by Ghanizadeh and Jahedizadeh (forthc.) was utilized. The former measures three types of goals namely, mastery, performance, and avoidance; the latter gauges six demotivators including, teachers, characteristics of classes, classroom environment, class materials, lack of interest, and experiences of failure. The results of the Pearson Product Moment correlation indicated that there are positive and significant relationships between students’ lack of interest and avoidance-goal orientation as well as experiences of failure and avoidance-approach. Negative an...