Affiliation:
1. Department of English Language and Literature Kosar University of Bojnord Bojnord Iran
2. Department of Foreign Languages Kharazmi University Tehran Iran
3. Department of English Language and Literature, Faculty of Humanities and Social Sciences Golestan University Gorgan Iran
4. Faculty of Pedagogy and Fine Arts Adam Mickiewicz University Kalisz Poland
5. Faculty of Humanities and Social Sciences University of Applied Sciences Konin Poland
Abstract
AbstractDrawing on the explanatory sequential mixed‐methods design, the present study aims to investigate the relationship, if any, between self‐regulated learning (SRL) strategy use and task engagement. The participants of the study were 361 Iranian EFL students majoring in English language teaching or English language and literature for the B.A. degree, with a B1 English language proficiency level, based on the Common European Framework of Reference for Languages. Questionnaire surveys, narrative frames, and semi‐structured interviews were used to collect the data remotely during the COVID‐19 pandemic. The results of quantitative data analysis showed that SRL strategy use is a significant predictor of task engagement. The results of the qualitative analysis also pointed to the importance of SRL strategies, including (meta)cognitive, (meta)affective, (meta)motivational, and (meta)social strategies, to maintain task engagement. The results of the study may be used to inform English language teachers, learners, materials developers, and measurement instrument developers.
Subject
Linguistics and Language,Language and Linguistics
Cited by
1 articles.
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