The relationship between metacognitive and self-regulated learning strategies with learners’ L2 learning achievement

2016 IJRSLL – Volume 5 Issue 2

Author/s:

Sadati, Somaye
English Department, Najafabad Branch, Islamic Azad University, Najafabad, Iran (s.sadati90@yahoo.com)

Simin, Shahla*
English Department, Najafabad Branch, Islamic Azad University, Najafabad, Iran (shahlasimin@yahoo.com)

Abstract:

This study was an attempt to explore the extent to which second/foreign (L2) learners used metacognitive and self-regulated learning strategies. Additionally, it investigated the relationship of metacognitive and self-regulated learning strategies with L2 learners’ language learning achievement. To these ends, 49 English as a foreign language (EFL) learners, including 8 male and 41 female EFL learners, from several language institutes participated in this study. To collect the data, Metacognitive Strategy Questionnaire by Item Type (MSQIT), Self-Regulated Learning Strategy Questionnaire (SRLSQ), and Final English Achievement Test were used. The data were analyzed descriptively and inferentially using Pearson product moment correlation procedures. The results revealed the high and medium use for metacognitive and self-regulated learning strategies, respectively, among Iranian intermediate-level EFL learners. Moreover, there was a positive relationship between metacognitive and self-regulated learning strategy use with L2 learning achievement. The findings can help L2 teachers in gaining better understanding of L2 students’ weaknesses and strengths regarding metacognitive and self-regulated learning strategies and making modifications in their teaching methods to provide opportunities for their students to promote L2 learning achievement.

Keywords: metacognitive learning strategies; self-regulated learning strategies; learning achievement; L2 learners

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DOI: https://doi.org/10.5861/ijrsll.2015.1267

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