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Enhancing EFL At-risk Students’ Meta-motivational Self-regulation: Immediate and Delayed Impact on Their Strategy Use and Academic Achievement

Article

Last updated: 03 Jan 2025

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اللغة الإنجليزية

Abstract

Self-regulated language learning-- referring to language learners' awareness and self-management of their own learning behaviors -- has been the target of research on language education lately. Yet, most language research endeavors and instructional interventions heretofore have focused on cognitive and metacognitive self-regulation with very scanty empirical focus on (meta-) motivational self-regulation. The issue gains particular impetus with at-risk EFL students whose lack of motivation is often misinterpreted as lack of ability. The current study investigated the immediate and delayed impact of enhancing EFL at-risk students' meta-motivational self-regulation on their language strategy use and academic achievement. Sixty seven at-risk EFL students in Abu Dhabi University, the United Arab Emirates,  took part in this study. They were randomly assigned to an experimental group or a control group condition. Their language strategy use was assessed via an inventory developed and validated by the researcher, whereas their cumulative grade point averages (CGPAs) were used for tapping their academic achievement. Results of the study indicated that the experimental group students who received the suggested instructional intervention outperformed their control peers in both language strategy use and academic achievement. Details of the instructional intervention, assessment instruments, and the results of the study are discussed along with recommendations for language instruction and suggestions for further research.

DOI

10.21608/edusohag.2016.125719

Keywords

metamotivational self-regulation, at-risk EFL students

Authors

First Name

Abdullah

Last Name

Mahmoud Ismail Ammar

MiddleName

-

Affiliation

Assistant Professor of Curriculum & Instruction (Methods of Teaching English) Faculty of Education Sohag University

Email

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City

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Orcid

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Volume

44

Article Issue

44

Related Issue

18830

Issue Date

2016-04-01

Receive Date

2016-02-11

Publish Date

2016-04-01

Page Start

1

Page End

32

Print ISSN

1687-2649

Online ISSN

2536-9091

Article File

EDUSOHAG_Volume 44_Issue 44_Pages 1-32.pdf

PDF . 689.0kB

Link

https://edusohag.journals.ekb.eg/article_125719.html

Detail API

https://edusohag.journals.ekb.eg/service?article_code=125719

Order

17

Type

المقالة الأصلية

Type Code

469

Publication Type

Journal

Publication Title

المجلة التربوية لکلية التربية بسوهاج

Publication Link

https://edusohag.journals.ekb.eg/

MainTitle

Enhancing EFL At-risk Students’ Meta-motivational Self-regulation: Immediate and Delayed Impact on Their Strategy Use and Academic Achievement

Details

Type

Article

Created At

22 Jan 2023