The present study aimed at investigating the relationship between self-regulated learning and self-disclosures in EFL speaking classes. To this end, 30 male and female Iranian EFL learners whose level of proficiency was intermediate participated in the study. Oxford Quick Placement Test (OQPT) was used for evaluating the participants’ general English knowledge and their self-regulations were assessed by Metacognitive Awareness Inventory (MAI). A pre-test was administered to evaluate how much the students were good at self-disclosure. The self-regulation strategies were taught directly to the participants in 10 sessions. After completing the treatment, the post-test was conducted to assess the participants’ improvement and to understand the relationship between self-regulation and self-disclosure. To measure the relationship between self-regulation and self-disclosure, Person Correlation was run. The results of the study revealed that there was a strong positive correlation between self-regulation and self-disclosure. In another words, self-regulation learning affected participants’ self-disclosure positively. The results of the study may offer implications for English teaching in general and teaching oral skill in specific.
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