The Role of Language Learning Strategies in Predicting Meta-cognitive and Motivational Self-regulated Learning

To investigate the predictive power of language learning strategy types on metacognitive and motivational selfregulated learning components (task value, control of learning beliefs, and test anxiety), 149 male and female BA level students, majoring in English translation and English language teaching were selected to participate in this study. To collect data, a Michigan Test of English Language Proficiency (MTELP) was given to homogenize the students. In addition, the participants were also asked to answer the Strategy Inventory for Language Learning (SILL) and Motivated Strategies for Learning Questionnaire (MSLQ). Four separate stepwise multiple regression procedures were used to analyze the obtained data. The results showed that cognitive, metacognitive and compensation strategies had predictive power for metacognitive selfregulated learning. Moreover, metacognitive, memory, and affective strategies were predictors of task value. The findings also showed significant relationships between meta-cognitive strategies and control of learning beliefs. In addition, the only negative predictor of test anxiety were communication strategies.