The Effect of Self-Regulatory Strategies of Time Management and Effort Regulation on Learning English as a Foreign Language

Document Type : research article

Authors

1 Assistant Professor, Department of English Language Teaching, Faculty of Literature and Humanities, Shahid Rajaee Teacher Training University, Tehran, I.R. Iran

2 M.A. Student of English Language Teaching, Faculty of Literature and Humanities, Shahid Rajaee Teacher Training University, Tehran, I.R. Iran

Abstract

Self-regulatory resource management strategies comprise a featured
characteristic of successful language learners. The present study investigated the
effect of two of these strategies including time management and effort
regulation on learning English. The participants included two classes of second
grade middle school students (n=64) who were selected from a school in Robat
Karim based on convenient sampling and divided into control and experimental
groups randomly. The study lasted for three months. Motivated strategies for
learning questionnaire (Pintrich, 1991) as well as two language tests were used
to measure learners’ resource management skills and language achievement,
respectively. Data analysis showed no significant difference between control
and experimental groups in their language post test scores, which shows that
time management and effort regulation strategies had no significant effect on
learners’ language learning in the experimental group. The potential role of
some factors in language learning and academic achievement should be taken
into account when interpreting the findings of the present study. These factors
include schooling condition, English textbook content area, time of the study,
the length of the study, socioeconomic status and identity of the learners, and
cultural components of self-regulation.

Keywords

References

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Journal of Foreign Language Research
Volume 3, Issue 1 - Serial Number 1
Spring & Summer
April 2014
Pages 135-153

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