The Effect of Small Group Cooperation on EFL Learner's Conversation Ability

Zimmerman and Risemberg (1997) define self- regulated learning (SRL) as self-initiated actions, which include goal setting, and regulating effort to reach the goal, self-monitoring, time management, and physical and social regulation. The present study attempted to find the relationship between self-regulated learning and L2 achievement. Furthermore, the difference among elementary, intermediate, and advanced Iranian EFL learners in terms of self-regulated learning strategies, as well as the effect of gender on self-regulated learning strategies use was investigated. The subjects of the study were 130 (77 males and 53 females) EFL learners studying at three proficiency levels including 57 elementary, 36 intermediate, and 37advanced from two language institutes in Hamedan and Sanandaj. They were given a Five-digit Likert-scale questionnaire including 20 items assessing self-regulated learning. The results of Chronbach’s Alpha and factor analysis showed that the questionnaire had acceptable reliability and validity rates respectively. Also, students’ scores on the final exam were obtained from the institutes as their language achievement measure. Further, applying Pearson Product- moment correlation coefficient showed no significant relationship between self-regulated learning and language achievement. Moreover, running one-way ANOVA, it was shown that there is a significant difference among elementary, intermediate, and advanced Iranian EFL learners with regard to SLR. Also the results of the Post hoc tests revealed a significant difference between elementary and advanced levels. Additionally, significant difference was found between males and females in respect to self-regulate learning. The implications of the study are discussed in details in the paper.