The Relationship between Self-regulation Skill and Additional Language Learning among Iranian Monolinguals and Bilinguals

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MAGHSOUDI MOJTABA; Khomijani Farahani Ali Akbar; Jalali Mehri

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Journal Paper

Paper Information

Journal: LANGUAGE RELATED RESEARCH (COMPARATIVE LANGUAGE AND LITERATURE RESEARCH) Year:2022 | Volume:13 | Issue:1 (67) Page(s): 425-458

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Information Journal Paper

Title

The Relationship between Self-regulation Skill and Additional Language Learning among Iranian Monolinguals and Bilinguals

Author(s)

MAGHSOUDI MOJTABA | Khomijani Farahani Ali Akbar | Jalali Mehri | Issue Writer Certificate

Keywords

Bilingualism

Monolingualism

Syntactic knowledge

General English proficiency

Self-regulations

Abstract

The contribution of Bilingualism to L3 learning has been a controversial issue, as stated in the existing body of the related literature. Accordingly, the main purpose of this study was to investigate the possible differences between mono-lingual and bilingual learners of English in terms of its syntax with regard to their self-regulation strategy. In order to achieve the objectives of the study, 411 female and male participants from eight senior high schools in Arak were selected among Persian speaking learners and Persian-Turkish bilingual learners based on stratified sampling method A General English proficiency test, a self-regulation questionnaire and a syntactic structure test were administered to both groups to collect the required data. The results of one-way ANOVA, independent samples t-test revealed that monolingual and bilingual learners did not differ in learning syntactic structure. It was also indicated that there was a significant relationship between the subjects' self-regulation strategy and their General English proficiency. That is, the higher their levels of self-regulation strategy use, the higher their General English proficiency. According to the findings of the study, it is suggested that the high school teachers in Iran become familiar with self-regulation strategy and develop their teaching repertoire in terms of teaching techniques needed for developing self-regulation among their learners. In addition, in-service courses are required to help teachers learn and discuss the possible teaching techniques for developing EFL learners' self-regualtion strategy in high school EFL classes where bilingual or a mix of bilingual and monoloingual students are present.

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APA: Copy

MAGHSOUDI, MOJTABA, Khomijani Farahani, Ali Akbar, & Jalali, Mehri. (2022). The Relationship between Self-regulation Skill and Additional Language Learning among Iranian Monolinguals and Bilinguals. LANGUAGE RELATED RESEARCH (COMPARATIVE LANGUAGE AND LITERATURE RESEARCH), 13(1 (67) ), 425-458. SID. https://sid.ir/paper/961794/en

Vancouver: Copy

MAGHSOUDI MOJTABA, Khomijani Farahani Ali Akbar, Jalali Mehri. The Relationship between Self-regulation Skill and Additional Language Learning among Iranian Monolinguals and Bilinguals. LANGUAGE RELATED RESEARCH (COMPARATIVE LANGUAGE AND LITERATURE RESEARCH)[Internet]. 2022;13(1 (67) ):425-458. Available from: https://sid.ir/paper/961794/en

IEEE: Copy

MOJTABA MAGHSOUDI, Ali Akbar Khomijani Farahani, and Mehri Jalali, “The Relationship between Self-regulation Skill and Additional Language Learning among Iranian Monolinguals and Bilinguals,” LANGUAGE RELATED RESEARCH (COMPARATIVE LANGUAGE AND LITERATURE RESEARCH), vol. 13, no. 1 (67) , pp. 425–458, 2022, [Online]. Available: https://sid.ir/paper/961794/en

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