THE RELATIONSHIP BETWEEN LEARNERS` GOAL-ORIENTED AND SELF-REGULATED LEARNING AND THEIR ENDORSEMENT OF L2 LEARNING STRATEGIES

This research aimed to study the relationships between students’ goal-oriented and self-regulated learning and their use of different language learning strategies among 125 Iranian University students (Mage = 22.2, 75.2% females ; 24.8% males). To this end, students completed Persian versions of goal orientation scale, self-regulated trait questionnaire, and strategy inventory for language learning. The results indicated that: (a) goal orientation was significantly associated to language learning strategies and mastery and performance goal orientations also were positively related to language learning strategies, (b)self-regulated learning had a significant relationship with language learning strategies and all four subscales of self-regulated learning(Planning, Effort, Self-efficacy, Self-checking) were positively associated with language learning strategies. Implications and directions for future research on the goal orientation, self-regulated learning, and language learning strategies construct are discussed.