Effect of Self-regulated Strategies on Learners' Autonomy in Vocabulary Learning: Second Grade Junior High School EFL Students in Focus

Document Type : Original Article


Ph.D. Candidate in TEFL, Department of English Language Teaching, Qaemshahr Branch, Islamic Azad University, Qameshahr, Iran


The present study tried to indicate the effectiveness of self-regulated strategies on second grade junior high school learners' autonomy in learning vocabulary. To do this, out of 46 students of two intact classes who were selected based on cluster sampling, 40 of them labeled as pre-intermediate ones and participated in this study. Then, they were randomly assigned in two groups as control and experimental, each with 20 students. Participants of the experimental group subjected to employ self-regulated learning strategies for ten sessions, however the control group followed the normal way of teaching with no treatment. To gather data, learner's autonomy questionnaire developed by Zhang and Li (2004) was used. That is to say, the questionnaire specified the students' autonomy in vocabulary learning at the end of the teaching period in both groups. Data were analyzed through SPSS software, and analysis of findings indicated a significance difference between the participants of two groups in terms of learning autonomy. Finally, the study concluded that using self-regulation strategies have significant effect on EFL learners' autonomy in vocabulary improvement. Findings of this work provide positive experience for students as well as teachers. It is hoped that they can reveal the importance of the mentioned strategies in the educational system.


Article Title [Persian]

تأثیر راهبردهای خودتنظیمی بر استقلال زبان آموزان در یادگیری واژگان: تمرکز بر دانش آموزان پایه دوم دبیرستان

Abstract [Persian]

پژوهش حاضر سعی در نشان دادن اثربخشی راهبردهای خودتنظیمی بر استقلال (خودمختاری) زبان آموزان پایه دوم متوسطه در یادگیری واژگان دارد. بدین منظور، از بین 46 دانش‌آموز دو کلاس دست نخورده که بر اساس نمونه‌گیری خوشه‌ای انتخاب شدند، 40 نفر از آن‌ها به عنوان سطح پیش‌متوسط مشخص شدند و در این پژوهش شرکت کردند. سپس به طور تصادفی در دو گروه کنترل و آزمایش، در هر کدام 20 دانش آموز قرار گرفتند. شرکت‌کنندگان گروه آزمایش به مدت ده جلسه تحت آموزش استفاده از راهبردهای یادگیری خودتنظیمی قرار گرفتند، اما گروه کنترل روش عادی تدریس را بدون آموزش خاصی دنبال کردند. برای جمع آوری داده ها، از پرسشنامه استقلال (خودمختاری) زبان آموز استفاده شد که توسط ژانگ و لی (2004) طراحی شد. بدین معنی که این پرسشنامه، استقلال دانش آموزان را در یادگیری واژگان در پایان دوره آموزشی در هر دو گروه مشخص می کند. داده ها با استفاده از نرم افزار اس پی اس اس مورد تجزیه و بررسی قرار گرفت و تحلیل یافته ها نشان داد که بین شرکت کنندگان دو گروه از نظر سطح استقلالِ یادگیری تفاوت معناداری وجود دارد. در نهایت، این تحقیق به این نتیجه رسید که استفاده از راهبردهای خودتنظیمی تأثیر معناداری بر استقلالِ دانش آموزان زبان انگلیسی در بهبود واژگان دارد.یافته های این پژوهش تجربه مثبتی را برای زبان آموزان و همچنین معلمان فراهم می کند. امید است که نتایج بتواند اهمیت راهبردهای مذکور را در نظام آموزشی آشکار سازند.

Keywords [Persian]

  • یادگیری خودتنظیمی
  • استقلالِ زبان آموزان
  • یادگیری واژگان
  • محیط زبان انگلیسی
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  • Receive Date: 18 October 2022
  • Revise Date: 14 November 2023
  • Accept Date: 15 January 2023
  • First Publish Date: 15 January 2023