A Mixed-Method Approach on the Role of Self-Constructs in Self-Regulation

Abstract

The current mixed-method research aimed to investigate the effects of self-constructs on self-regulation. To this end, a number of 127 Iranian EFL learners were chosen randomly as the sample of the study. To collect data, semi-structured interviews were designed. Also, correlation analysis and regression analysis were run on the data. The results of interview data suggested that motivated learners who reported self-regulation tended to display positive visualization of their ideal L2 self and self-efficacy beliefs. Besides, the result of correlation analysis indicated that ideal L2 self had stronger association with self-efficacy beliefs than with self-regulation, suggesting that it is necessary to hold positive beliefs towards language learning in order to visualize oneself as a proficient and successful language user. Of the two self-constructs, self-regulation turned out to be most strongly associated with self-efficacy followed by ideal L2 self indicating that what characterizes self-regulated learners is that their levels of self-efficacy is higher compared to those who are not. Finally, the result of regression analysis revealed that self-efficacy and, to the lesser extent, ideal L2 self were found as direct predictors of self-regulation. It seems unlikely to be a motivated learner without the actual beliefs in ones’ ability and a strong actualization of one’s image as a successful language user.