EFL Learners' Self-regulation, Critical Thinking and Language Achievement

Abstract

The study reflected in the present paper investigated the relationship between Iranian EFL learners' self-regulation, critical thinking ability and their language achievement. The researchers of the present study set out to investigate this association based on theoretical contention in the literature postulating a dynamic interplay between self-regulatory skills and critical thinking ability as well as empirical studies demonstrating the association of each of these constructs with academic achievement. To the researchers' best knowledge, there is hardly any documented study exploring the relationship between these constructs among EFL learners. To attain the purpose of the study, 82 EFL university learners were selected according to a convenience sampling from different universities in Mashhad, a city in the northeast of Iran. They were requested to complete the "Watson-Glaser's Critical Thinking Appraisal" and the "Self-Regulation Trait Questionnaire". They were also asked to indicate the grade point average of their previous term. The data supported the theoretical expectation of a linkage between self-regulation and critical thinking. Subsequent data analyses indicated that among the components of self-regulation, self-monitoring and self-efficacy have the highest correlations and are the positive predictors of critical thinking. In addition, the results demonstrated that EFL learners' self-regulation can predict about 53 % of their language achievement while their critical thinking ability tends to predict about 28% of achievement. The conclusions and recommendations derived from the present study should encourage

The effect of inference-making, deduction, and self-monitoring on EFL learners' language achievement, reading, and writing ability

“…For instance, studies indicating the relation between critical thinking skills, as measured by the California Critical Thinking Skills Test (CCTST; Facione et al, 1990), and GPA have shown correlations ranging between .235 and .596 (Facione & Facione, 1997). Ghanizadeh and Mirzaee (2012) confirmed that EFL learners' critical thinking can predict about 28% of their language achievement. Throughout history, a range of other studies have demonstrated the association of critical thinking with students' academic success as well (e.g., Lee & Loughran, 2000;Kealey, Holland, & Watson, 2005).…”

“…In other words, it can be concluded that teaching self-monitoring techniques can significantly promote reading and writing performance in college students, and it develops students' independent skills. This is hardly surprising since, as demonstrated earlier in this study, multiple studies revealed that self-regulated individuals were, on the whole, higher achievers and more motivated to accomplish academic goals compared with other learners with less self-regulatory skills (e.g., Zimmerman & Schunk, 2001;Ee et al, 2003;Schunk & Pajares, 2001;Monshi Toussi, Boori, & Ghanizadeh, 2011;Ghanizadeh & Mirzaee, 2012). Since self-monitoring is a subscale of self-regulation, this contention can reasonably be generalized to this sub-factor as well.…”

“…Self-regulatory skills have been confirmed to bear close relations to academic achievement and motivation to accomplish educational goals (Zimmerman & Schunk, 2001). Moreover, as the findings of previous studies (Graham & Harris, 1993;Zimmerman & Risemberg, 1997;Monshi Toussi, Bori, & Ghanizadeh, 2011;Ghanizadeh & Mirzaee, 2012) indicated, self-regulation is considered as an influential strategy in foreign language learning and teaching.…”

Lowering Foreign Language Anxiety through Self-Regulated Learning Strategy Use

“…Phan (2010) suggested that critical thinking (CT) is a "cognitive strategy of SR" and both CT and SR "operate in a cyclic pattern" (p. 289). Moreover, Kuiper (2002) noted that CT and SRLSs are closely connected to each other and as Ghanizadeh and Mirzaee (2012) showed, "the promotion of EFL learners' CT will have a positive influence on their SR" (p. 462). Consequently, the findings of the present study support previous research by Fahim and Nilforooshan (2014) indicating that FLCA has a negative correlation with CT.…”

Using Self-Regulated Learning Strategies in Enhancing Language Proficiency with a Focus on Reading Comprehension

“…But, it is not enough; as Zimmerman et al (1996) claimed, "many students who have knowledge of a learning strategy will not continue to use it unless their knowledge leads to appropriate goal setting, accurate strategic process and outcome self-monitoring, and greater self-efficacy" (p. 10), which compose their self-regulatory strategies. As self-regulated learning strategies (SRLSs) are good predictors of EFL learners' attainment (Ghanizadeh & Mirzaee, 2012;Judd, 2005;Mahadi & Subramaniam, 2013); therefore, developing these strategies in students will be helpful to become more strategic learners who take major responsibility for their own learning.…”