On the relationship between cognitive self-regulated learning and language learning strategies

To investigate the relationship between language learning strategies types and cognitive self-regulated learning components (rehearsal, elaboration, organization self-regulated learning, and critical thinking), 148 B.A level students majoring in English translation and English language teaching were selected. Data were gathered through the Strategy Inventory for Language Learning (SILL) and Motivated Strategies for Learning Questionnaire-MSLQ, and were analyzed using stepwise multiple regression analysis procedures. The findings revealed that memory strategies were the best predictor of rehearsal self-regulated learning. Moreover, meta-cognitive, affective, and memory strategies had predictive power on elaboration self-regulated learning. There were also significant relationships between meta-cognitive and cognitive strategies and organization self-regulated learning. Likewise, the results indicated that the combinations of cognitive, affective, compensation, and social strategies as well as affective, compensation, and social strategies were the predictors of critical thinking. The findings of the present study may have implications for L2 learners, teachers, and material developers.

cognitive self-regulated learning , language learning strategies