Self-Regulation and Academic Optimism in a Sample of Iranian Language Learners: Variations Across Achievement Group and Gender

Abstract

Self-regulated language learning (SRLL) has been foregrounded as an important element in successful second language (L2) learning. The present study examined the interrelation between SRLL and foreign language learning optimism as a positive psychology construct among 187 Iranian English language students. In addition, achievement group and gender differences in SRLL and foreign language learning optimism were investigated. Data about participants’ SRLL and foreign language learning optimism were collected using questionnaires. Pearson product moment correlation, hierarchical regression analysis, and analysis of variance were utilized to analyze the data. A key finding was that foreign language learning optimism was a significant predictor of participants’ use of SRLL strategies during learning English as a foreign language. Furthermore, students’ EFL learning optimism and SRLL behavior significantly differentiated low-achievement and high-achievement students. The findings highlight the need for interventions to promote well-being factors in relation to foreign language learning among students. © 2015, Springer Science+Business Media New York.