원문정보
초록
영어
This study aims to identify and investigate the role of task value (drawn from expectancy-value theory), surface/deep learning strategies, and critical thinking for predicting language learners’ selfregulation and ultimate language achievement in a single framework. To this end, 190 participants, majoring in English at bachelor’s level at a state university in Iran, were selected based upon convenience sampling. A structural equation model showed that both motivational and cognitive components were significant predictors of language achievement and self-regulation. The results reveal that task value is a positive predictor of deep/surface learning strategies and metacognitive selfregulation, which provides evidence that awareness of the importance and value of a task, directs learners to choose more appropriate self-regulation strategies to monitor their process of learning and structure their own cognitive manners. The findings demonstrated that critical thinking predicts improvement in language achievement. Theoretically speaking, it has been argued that the ability to critically analyze learning materials and evaluate information enables learners with advanced proficiency to actively take part in the learning process, be further dedicated to their tasks, and more effectively and efficiently engaged in learning strategies, therefore making more successful learners. Finally, the implication for teachers and policy makers is discussed.
목차
Introduction
Overview of the Hypothesized Model
Review of Literature
Task Value
Learning Strategies
Self-regulated Learning
Critical Thinking
Methodology
Participants
Instruments
Data Collection Procedures and Data Analysis
Results
Measurement Model
Structural Model
Discussion
Relationship between Task Value, Cognitive and Metacognitive Strategies, Critical Thinking, Deep Learning and Language Achievement
Relationships between Cognitive Strategies, Metacognitive Self-regulation Strategies and Language Achievement
Relation between Metacognitive Self-regulation Strategies and Language Achievement
Relation between Critical Thinking and Language Achievement
Conclusion and Implications
The Authors
References