Language Learning Strategies Predicting Resource Management Self-regulated Learning

This study investigated the relationship between language learning strategy types and resource management self-regulated learning components (time/study environmental management, effort regulation, peer learning, and help seeking). 148 male and female B.A level students majoring in English translation and English language teaching participated in this study. To collect data, the participants were required to respond to a general proficiency test (MTELP) and the Strategy Inventory for Language Learning (SILL) and the Motivated Strategies for Learning Questionnaire (MSLQ). To analyze the obtained data, four separate stepwise multiple regression analyses were used. The results showed that meta-cognitive strategies were the best predictor of students' time management and study environment. The findings also indicated that compensation and metacognitive strategies had predictive power on effort regulation. In addition, the relationship between social strategies and peer learning was statistically significant; however, none of the language learning strategy types had predictive power on help seeking.

کلیدواژه ها:

time/study environmental management ، effort regulation ، peer learning ، help seeking ، language learning strategies (LLS)