Abstract
The present study aimed to find the self-regulatory strategies that are most frequently used by Iranian EFL learners in Learning English, the relationship between motivation and SRL, and the relationship between SRL and L2 achievement. 130 EFL learners studying at two language institutes in Hamedan and Sanandaj were selected. A questionnaire including 46 items assessing self-regulated learning and motivation was administered. Running frequency analysis, five most frequently used self-regulatory strategies by Iranian EFL learners were specified. In addition, while a significant relationship was found between motivation and SRL, there was no significant relationship between SRL and L2 achievement.
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