Investigating the relationship between metastrategy use and task engagement in an EFL context: a structural equation modeling approach

Abstract

ABSTRACT Purpose: The significance of self-regulated learning (SRL) strategies has been extensively discussed in second language acquisition (SLA) research. However, their specific influence on EFL students’ task engagement has remained under-explored. To address this gap, this study analyzed the correlation and predictor power of different components of SRL metastrategy use and task engagement. Design/methodology/approach: To do so, two questionnaires were completed by 302 undergraduate university students in Iran. Structural equation modeling (SEM) was utilized to analyze the data. Findings: The results of SEM revealed a positive relationship among the underlying dimensions of SRL metastrategies and task engagement. It was also found that EFL learners’ use of SRL metastrategies could significantly predict their task engagement in different modes. Originality/value: Some conclusions and implications are presented in the study to promote EFL teachers’ and educators’ understanding of the psycho-affective side of SLA. The paper ends with theoretical and pedagogical implications that aim to promote understanding of task engagement in theory and practice.