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Volume 21, Issue 115 (10-2022)
Journal of Psychological Science 2022, 21(115): 1359-1374 |
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Aliasin S H, Reza K, Jodairi Pineh A. (2022). The efficacy of self-regulated learning strategies on learning english grammar: the mediating role of identity styles. Journal of Psychological Science. 21(115), 1359-1374. doi:10.52547/JPS.21.115.1359
URL: http://psychologicalscience.ir/article-1-1689-en.html
URL: http://psychologicalscience.ir/article-1-1689-en.html
Assistant Professor, English Language Department, Faculty of Humanities, University of Zanjan, Zanjan, Iran , hesamaliasin@znu.ac.ir
Abstract: (988 Views)
Background: Grammar is of great importance in L2 learning and communication (Ismail & Dedi, 2021). On the one hand, employing self-regulated learning strategies has been addressed as an important factor in this regard (Li, 2022; Pawlak, 2018). On the other hand, the mediating role of identity styles in education has been highlighted (Berzonsky & Cook, 2005). In the meantime, in second language education, the use of self-regulation learning strategies and the mediating role of identity style in grammar learning still require further study.
Aims: The current study aimed to investigate the effects of self-regulated learning strategies and identity styles on learning English relative clauses (ERC).
Methods: In this respect, 60 English language learners were selected and randomly assigned to one control group and one experimental group. In order to ensure the homogeneity of learners concerning the knowledge of relative clauses, a pretest was used. Then, the questionnaire for self-regulated learning strategies was distributed. The experimental group was also familiarized with these strategies and asked to use them. Afterwards, Berozensky's identity style questionnaire was given to the experimental group. Then, the posttest on relative clauses was repeated. The data were analyzed using analysis of covariance and one-way analysis of variance.
Results: The ANCOVA results showed a significant effect of the use of SLS on ERC (p< 0.01). The effect size turned out to be a large one (Eta= 0.83). However, the ANOVA test results revealed that none of the three identity styles played a mediating role in this research context.
Conclusion: Based on these results, it can be concluded that knowledge of SLS can increase the learning rate of the target language grammar Thus, it is recommended that teachers, specialists and policy-makers attend to the results of this study.
Aims: The current study aimed to investigate the effects of self-regulated learning strategies and identity styles on learning English relative clauses (ERC).
Methods: In this respect, 60 English language learners were selected and randomly assigned to one control group and one experimental group. In order to ensure the homogeneity of learners concerning the knowledge of relative clauses, a pretest was used. Then, the questionnaire for self-regulated learning strategies was distributed. The experimental group was also familiarized with these strategies and asked to use them. Afterwards, Berozensky's identity style questionnaire was given to the experimental group. Then, the posttest on relative clauses was repeated. The data were analyzed using analysis of covariance and one-way analysis of variance.
Results: The ANCOVA results showed a significant effect of the use of SLS on ERC (p< 0.01). The effect size turned out to be a large one (Eta= 0.83). However, the ANOVA test results revealed that none of the three identity styles played a mediating role in this research context.
Conclusion: Based on these results, it can be concluded that knowledge of SLS can increase the learning rate of the target language grammar Thus, it is recommended that teachers, specialists and policy-makers attend to the results of this study.
Keywords: EFL Learners, Self-Regulated Learning Strategies, Identity Styles, Grammatical Knowledge, Relative Clauses
Type of Study: Research |
Subject:
Special
Received: 2022/05/7 | Accepted: 2022/10/2 | Published: 2022/09/26
Received: 2022/05/7 | Accepted: 2022/10/2 | Published: 2022/09/26
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This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) License. |
This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)