Nasim Nasr-Esfahani - Department of English, Isfahan(Khorasgan) Branch, Islamic Azad University, Isfahan,Iran
Azizeh Chalak - Department of English, Isfahan(Khorasgan) Branch, Islamic Azad University, Isfahan,Iran
Hossein Heidari Tabrizi - Department of English, Isfahan(Khorasgan) Branch, Islamic Azad University, Isfahan,Iran

One of the affective factors contributing to the EFL learners’ learning outcome is their preferred language learning strategy. This study aimed to investigate the possible role of E-mind mapping as a modern node-link teaching technique in adopting a specific self-regulated language learning strategy (SRLLS) among Iranian EFL learners. Based on quasi-experimental research, ۶۴ EFL learners were conveniently selected and randomly divided into two groups, namely, experimental and control groups. The valid and reliable Self-Regulated Foreign Language Learning Strategy Questionnaire was conducted for all of the participants in the pre and post-test but with different item orders. The intervention consisted of ۱۵ sessions each ۹۰ minutes in which E-mind mapping was utilized in the experimental group but conventional teaching was employed in the control group. Descriptive statistics and the t-test was used to analyze the collected data. The results revealed that before conducting the study the most preferred SRLLS among participants were cognitive strategy but after using E-mind mapping techniques, the preferred strategy in the experimental group changed to metacognitive strategy. Also, the Iranian EFL learners’ use of meta-effective and meta-sociocultural-interactive strategies, which were previously infrequent, improved. Thus, the results indicated that the E-mind mapping technique was effective in adopting a particular SRLLS among EFL learners. The findings emphasize some successful initiatives to build learners' self-regulated strategies through strategy training incorporated into educational programs and special curriculum designing.

EFL learning, E-mind mapping, Language learning strategy, self-regulated learning