AsiaTEFL Logo        The Journal of Asia TEFL
The Journal of Asia TEFL
Articles By Subject
Current Issue
Past Issues
Special Issue
Information of the Journal
Editorial Board
Submission Guidelines
Ethical Guidelines
Manuscript Submission
Journal Order
Today 878
Total 4,025,601
Past Issues
Go List

Volume 17 Number 2, Summer 2020, Pages 319-757 PDF Download

Examining the Relationship between EFL University Students' Goal Orientations and Self-Regulation in Writing

    Husain Abdulhay, Moussa Ahmadian, Hooshang Yazdani & Majid Amerian

The recent trend in foreign language education research is turning toward self-regulated learning and its linkage with goal orientations. Self-regulated learning is the learning propelled by self-induced thoughts, feelings, strategies, and behaviors toward goal attainment (Schunk & Zimmerman, 1998). Goal orientations attempt to identify personal and contextual reasons lying behind an action (Wolters, 2004). This study sought to examine the relationship between goal orientations (mastery-approach, mastery-avoidance, performance-approach, and performance-avoidance goals) and writing self-regulation of Iranian university EFL learners. Survey instrument, designed by Lichtinger, Kaplan, and Gorodetsky (2006), was administered to a sample of 116 sophomore students, attending essay writing courses. Pearson product-moment correlation and regression technique were used for data analysis. The strongest correlation was found between personal performance-approach and performance-avoidance goals. Personal mastery and performance goals and mastery goal structure were associated significantly and positively with self-regulation in writing. Efficacy was significantly related to goal orientation measures. Goal orientations contributed to the prediction of self-regulation in writing. Moreover, performance-approach goal structure was only found to predict positively the writing achievement. Overall, the findings imply that understanding the nature of goal orientations enables writing self-regulation and achievement to be aligned.

Keywords: EFL learners, academic writing, goal orientations, writing self-regulation