Volume 4, Issue 3 (September 2022)                   Iranian Evolutionary and Educational Psychology 2022, 4(3): 492-503 | Back to browse issues page

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Bahrami M, Fatehi Rad N, Tajadini M. The Relationship between Self-regulated Learning, Vocabulary Learning and Retention among Iranian EFL Learners. Iranian Evolutionary and Educational Psychology 2022; 4 (3) :492-503
URL: http://ieepj.hormozgan.ac.ir/article-1-446-en.html
1- Department of English Language, Kerman Branch, Islamic Azad University, Kerman, Iran
2- Assistant Professor, Department of English Language, Kerman Branch, Islamic Azad University, Kerman, Iran
Abstract:   (421 Views)
The belief is that learner-related variables, especially self-regulation strategies, have the potential to improve students’ performance and can lead to language learning achievement. This study aimed at investigating the relationship between self-regulated learning, vocabulary learning and attitude toward English language learning among EFL learners.  To this aim, it benefited from a descriptive correlational design within a descriptive method. The sample of this study consisted of 100 Iranian male intermediate EFL learners chosen from among 168 learners studying English at a private language institute in Kerman, Iran based on their PET scores. The original sample was selected through convenience sampling. The participants’ age ranged from 17 to 30. The instruments used included two researcher-made vocabulary tests and the Persian version of Self-regulated Learning Strategies Questionnaire (MSLQ). Data analysis was conducted using descriptive statistics and linear regression analysis. Results showed a positive significant relationship between self-regulated learning and vocabulary learning among EFL learners. Besides, it was shown that there is a positive significant correlation between self-regulated learning and vocabulary retention among EFL learners.
Full-Text [PDF 562 kb]   (123 Downloads)    
Type of Study: Original | Subject: Educational Psychology
Received: 2021/12/26 | Accepted: 2022/02/4 | Published: 2022/09/1

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