The relationship between Interaction type and self-regulated learning strategies of Iranian intermediate EFL learners

This study attempted to find the relationship between teacher-student interactions and self-regulated learning strategies among EFL learners. The population of the study comprised of ۵۰ Iranian EFL female learners. The participants ,with an age range of ۱۸ to ۲۵, studied English at language institutes located in the city of Genaveh. They were selected as a homogenous sample based on their performance on English language proficiency test of Oxford Placement Test. Then the Questionnaire on Teacher-Student Interaction (QTI) and the Self-Regulation Questionnaire (SRQ) (Brown, Miller, & Lawendowski, ۱۹۹۹) were given to the learners to collect the data. Findings showed that there is a significant relationship between teacher-student interaction, and self-regulated learning strategies A multiple regression analysis was run to predict self-regulated learning strategies by using teacher-student interaction and its subscales. The results showed that Responsibility subscale (.β=.۳۶۹, P=.۰۰۳) and Admonish subscale (β=.۴۱۵, P=.۰۰۰) could positively and significantly predict learners self-regulated learning strategies.

Keywords:

interaction , self-regulation , learning strategies , EFL Learners