Emotion Regulation Strategy in Developed Cyclical Self-Regulated Learning and EFL Learners, Knowledge of grammatical structures

Language proficiency seems not to be realized in the domain of F/S language without learners' engagement in terms of behavioral, emotional, cognitive, metacognitive, and environmental dimensions during the learning procedure, as well as strategic knowledge of a language that leads to satisfactory learning. This quasi-experimental study compared the effectiveness of self-regulated learning models (cyclical with and without emotion regulation) in improving the knowledge of grammatical structures in EFL learners to non self-regulated focus on form. To this end, ۱۲۲ homogenized college students with intermediate EFL proficiency were randomly assigned to the experimental groups. To collect data, the TOFELtests were used as the pre-test and post-test. The data analysis of ANCOVA showed that self-regulated learning (cyclical and ER) had a significant effect on the students' knowledge of grammatical structures, which was followed by the SRL (cyclical) group. And focus on form group showed the lowest performance. A paired sample t-test data analysis of SRL Q revealed that individuals in both experimental groups had significantly higher mean in SRL posttest scores than pretest scores. The result of the paired sample t-test of ER (DBT) Q also represented a large effect size. As a result, the findings of this study have implications for syllabus designers in terms of developing SRL task modeling that is compatible with learners' language level and age.