To investigate the predictive power of language learning strategy types on meta-cognitive and motivational self-regulated learning components (task value, control of learning beliefs, and test anxiety), 149 male and female B.A level students, majoring in English translation and English language teaching were selected to participate in this study. To collect data, a general proficiency test (MTELP) was given to homogenize the students. In addition, the participants were also asked to answer the Strategy Inventory for Language Learning (SILL) and Motivated Strategies for Learning Questionnaire (MSLQ). Four separate stepwise multiple regression procedures were used to analyze the obtained data. The results showed that cognitive, compensation, and meta-cognitive strategies had predictive power on meta-cognitive self-regulated learning. Moreover, meta-cognitive, memory, and affective strategies were predictors of task value. The findings also showed significant relationships between meta-cognitive strategies and control of learning beliefs. In addition, the single negative predictor of test anxiety was communication strategies.
کلید واژگان :meta-cognitive self-regulated learning, motivational self-regulated learning (task value, control of learning beliefs, and test anxiety), language learning strategies (LLS)
ارزش ریالی : 300000 ریال
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