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Individual Differences in How Language Learners Pursue Goals: Regulatory Mode Perspective

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Title: Individual Differences in How Language Learners Pursue Goals: Regulatory Mode Perspective
Language: English
Authors: Teimouri, Yasser (ORCID 0000-0002-2661-9835), Papi, Mostafa (ORCID 0000-0003-4309-0483), Tahmouresi, Somayeh
Source: Studies in Second Language Acquisition. Jul 2022 44(3):633-658.
Availability: Cambridge University Press. 100 Brook Hill Drive, West Nyack, NY 10994. Tel: 800-872-7423; Tel: 845-353-7500; Fax: 845-353-4141; e-mail: subscriptions_newyork@cambridge.org; Web site: https://www.cambridge.org/core/what-we-publish/journals
Peer Reviewed: Y
Page Count: 26
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Descriptors: Goal Orientation, Second Language Learning, Metacognition, Emotional Experience, Outcomes of Education, Second Language Instruction, Rating Scales, Learning Motivation, Language Proficiency, Psychometrics, Reliability, Validity, Individual Differences
DOI: 10.1017/S0272263121000413
ISSN: 0272-2631
Abstract: In two studies, we examined two functional dimensions of L2 learners' self-regulation toward their motivational goals: assessment and locomotion. The assessment constitutes the aspect of self-regulation concerned with critically evaluating the relative quality of L2 states and goals and the means to achieve them. The locomotion mode constitutes the aspect of self-regulation concerned with uninterrupted movement from state to state toward L2 goals. We developed two scales to measure L2 self-regulatory modes. We also examined how L2 learners' regulatory modes were associated with their emotional experiences, motivation, and language proficiency. Psychometric work attested to the reliability and validity of the two scales. Moreover, regression analyses revealed that each L2 self-regulatory mode has distinct emotional, motivational, and linguistic emphases. Finally, cluster analyses suggested that both L2 self-regulatory modes should work together for optimal L2 learning outcomes.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1342263
Database: ERIC
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  Data: Individual Differences in How Language Learners Pursue Goals: Regulatory Mode Perspective
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  Data: <searchLink fieldCode="AR" term="%22Teimouri%2C+Yasser%22">Teimouri, Yasser</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2661-9835">0000-0002-2661-9835</externalLink>)<br /><searchLink fieldCode="AR" term="%22Papi%2C+Mostafa%22">Papi, Mostafa</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4309-0483">0000-0003-4309-0483</externalLink>)<br /><searchLink fieldCode="AR" term="%22Tahmouresi%2C+Somayeh%22">Tahmouresi, Somayeh</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Studies+in+Second+Language+Acquisition%22"><i>Studies in Second Language Acquisition</i></searchLink>. Jul 2022 44(3):633-658.
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  Data: Cambridge University Press. 100 Brook Hill Drive, West Nyack, NY 10994. Tel: 800-872-7423; Tel: 845-353-7500; Fax: 845-353-4141; e-mail: subscriptions_newyork@cambridge.org; Web site: https://www.cambridge.org/core/what-we-publish/journals
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  Data: In two studies, we examined two functional dimensions of L2 learners' self-regulation toward their motivational goals: assessment and locomotion. The assessment constitutes the aspect of self-regulation concerned with critically evaluating the relative quality of L2 states and goals and the means to achieve them. The locomotion mode constitutes the aspect of self-regulation concerned with uninterrupted movement from state to state toward L2 goals. We developed two scales to measure L2 self-regulatory modes. We also examined how L2 learners' regulatory modes were associated with their emotional experiences, motivation, and language proficiency. Psychometric work attested to the reliability and validity of the two scales. Moreover, regression analyses revealed that each L2 self-regulatory mode has distinct emotional, motivational, and linguistic emphases. Finally, cluster analyses suggested that both L2 self-regulatory modes should work together for optimal L2 learning outcomes.
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      – SubjectFull: Validity
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      – SubjectFull: Individual Differences
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      – TitleFull: Individual Differences in How Language Learners Pursue Goals: Regulatory Mode Perspective
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