Self-regulation and Self-identity Changes among Iranian EFL Learners

Anahita Estehmami; Behzad  Ghonsooly; Nahid  Royaei

doi:10.31686/ijier.vol9.iss3.3000

Authors

Anahita Estehmami Imam Reza International University
Behzad Ghonsooly Ferdowsi University of Mashhad
Nahid Royaei Ferdowsi University of Mashhad

DOI:

https://doi.org/10.31686/ijier.vol9.iss3.3000

Keywords:

Self-regulation, self-identity changes, EFL learners, Efficacy, Intrinsic value

Abstract

The present study aims to investigate the probable association between self-regulated strategies and self-identity changes among Iranian EFL learners. To achieve this purpose, 80 EFL students were selected according to convenience sampling from different language institutes in Mashhad. They were requested to complete the ' Motivated Strategies for Learning Questionnaires' (MSLQ) and 'Self-identity Changes' questionnaires. The findings yielded via correlation supported the theoretical expectation of a linkage between self-regulation and self-identity changes. The result revealed that there is a significant relationship between teachers' self-regulation high scores and self-confidence changes. Subsequent data from step-wise regression indicated that among sub-components of self-regulation, regulation, efficacy, and intrinsic value are the best predictors of learners' self-confidence changes. The conclusions and implications of the research are further discussed with reference to earlier finding.

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Author Biographies

Anahita Estehmami, Imam Reza International University

Master Graduate, Dept. of English Teaching
Behzad Ghonsooly, Ferdowsi University of Mashhad

Professor, English Language Department
Nahid Royaei, Ferdowsi University of Mashhad

PhD student, English Language Department

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