Abstract
Although self-regulation, derived from educational psychology, is a new topic in the second language learning field, language learning strategy was the main focus of many studies in the last two decades. Also, among the L2 individual differences, motivation plays an important role in achieving the educational goals. In this research, motivation is investigated from self-determination theory by which five types of motivation are presented. No study was found to investigate the role of motivation in both self-regulation and language learning strategy. For such a purpose, 49 Chinese EFL learners respond to SILL, MSLQ and LLOS_IEA respectively proposed by Oxford (1990), Pintrich et al (1991) and Noel et al (2000). The results running Pearson correlation showed that there is a significant relationship between motivation, self-regulation and language learning strategies. It is also revealed that Chinese EFL learners use memory, social and affective strategy more than the other ones. The most common motivational orientation is identified regulation. Among self-regulated learning strategies, effort regulation is highly used by them. At the end some implication is considered.
Highlights
Training autonomous learners who self-regulate their own learning is one of the most recent trends in the last two decades
Some scholars try to replace the strategic framework with the notion of selfregulation which is originally derived from educational psychology (Banisaeid & Huang, 2014; Dörnyei 2005; Rose, 2012; Tseng, Dörnyei & Schmitt, 2006)
The finding of the study showed that there was a significant relationship between language learning strategy use, selfregulation and motivation
Summary
Training autonomous learners who self-regulate their own learning is one of the most recent trends in the last two decades. The impetus for teaching learners” how to learn” came from the work of Rubin and Stern in the mid nineteen century on the work of poor and good language learners. This was followed by many scholars who tried to shape a classification of strategies (Brown, 2007). The emergence of language learning strategies led to strategy-instruction or strategy training by which learners were able to use different types of strategies for regulating their own learning. The ultimate goal of strategy-instruction is to train autonomous and self-regulated learners. Individual differences as language aptitude, motivation, learning style, self-esteem, anxiety, learner’s belief and creativity affect second language acquisition (Dörnyei, 2005). Oxford (1990) states “more highly motivated learners use a significantly greater range of appropriate strategies than do less motivated learners” (p.13)
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