Alieh Nasrollahi-Mouziraji - Faculty of English Language and Literature, Department of English, Science and Research Branch, Islamic Azad University,Tehran, Iran
Parviz Birjandi (Corresponding author) - Faculty of English Language and Literature, Department of English, Science and Research Branch, Islamic Azad University, Tehran, Iran.

AbstractDeveloping self-regulated learners has been the life-long ambition of different stakeholders in education. This study was set out to find the relationships between self-regulated strategies as defined by time and resource management, cognitive and metacognitive strategies, achievement goals classified as mastery, performance-approach and performance-avoidance, and the listening achievement of EFL learners. Two hundred and fifty five Iranian high-intermediate EFL learners attending Iran Language Institute of Mazandaran were randomly selected. Correlational analysis of the data demonstrated that self-regulated strategies were significantly correlated with mastery goal orientation and listening achievement of the learners. Performance-approach goal orientation was neither correlated with these strategies nor with mastery goal orientation. It only showed a significant negative correlation with performance-avoidance goal orientation. The findings are in congruence with the assumptions made in social cognitive theory of learning, expectancy-value theory and the model of self-regulated learning developed by Pintrich and De Groot (۱۹۹۰).

listening achievement, mastery goals, performance-approach goals, performance-avoidance goals, self-regulated learning strategies