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Molaei, Akbar. (1400). The relationship between Interaction type and self-regulated learning strategies of Iranian intermediate EFL learners. نظریه و عمل در تربیت معلمان, 1(2), 158-165. doi: 10.22034/jelt.2022.12827.1028
Akbar Molaei. "The relationship between Interaction type and self-regulated learning strategies of Iranian intermediate EFL learners". نظریه و عمل در تربیت معلمان, 1, 2, 1400, 158-165. doi: 10.22034/jelt.2022.12827.1028
Molaei, Akbar. (1400). 'The relationship between Interaction type and self-regulated learning strategies of Iranian intermediate EFL learners', نظریه و عمل در تربیت معلمان, 1(2), pp. 158-165. doi: 10.22034/jelt.2022.12827.1028
Molaei, Akbar. The relationship between Interaction type and self-regulated learning strategies of Iranian intermediate EFL learners. نظریه و عمل در تربیت معلمان, 1400; 1(2): 158-165. doi: 10.22034/jelt.2022.12827.1028

The relationship between Interaction type and self-regulated learning strategies of Iranian intermediate EFL learners

JELT Journal | Farhangian University
دوره 1، شماره 2 - شماره پیاپی 1024200، خرداد 2022، صفحه 158-165    اصل مقاله (315.01 K)
نوع مقاله: Original Article
شناسه دیجیتال (DOI): 10.22034/jelt.2022.12827.1028
نویسنده
Akbar Molaei
English Department, Farhangian University, Bushehr, Iran
تاریخ دریافت: 29 آذر 1401،  تاریخ بازنگری: 07 خرداد 1402،  تاریخ پذیرش: 10 دی 1401 
چکیده
This study attempted to find the relationship between teacher-student interactions and self-regulated learning strategies among EFL learners. The population of the study comprised of 50 Iranian EFL female learners. The participants ,with an age range of 18 to 25, studied English at language institutes located in the city of Genaveh. They were selected as a homogenous sample based on their performance on English language proficiency test of Oxford Placement Test. Then the Questionnaire on Teacher-Student Interaction (QTI) and the Self-Regulation Questionnaire (SRQ) (Brown, Miller, & Lawendowski, 1999) were given to the learners to collect the data. Findings showed that there is a significant relationship between teacher-student interaction, and self-regulated learning strategies A multiple regression analysis was run to predict self-regulated learning strategies by using teacher-student interaction and its subscales. The results showed that Responsibility subscale (.β=.369, P=.003) and Admonish subscale (β=.415, P=.000) could positively and significantly predict learners self-regulated learning strategies.
کلیدواژه‌ها
interaction؛ self-regulation؛ learning strategies؛ EFL learners
عنوان مقاله [English]
روابط بین نوع تعامل و راهبردهای یادگیری خودتنظیمی در دانش‌آموزان ایرانی متوسط زبان انگلیسی به عنوان زبان خارجی
نویسندگان [English]
اکبر مولایی
گروه آموزشی زبان انگلیسی، دانشگاه فرهنگیان، بوشهر،ایران.
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