The Effect of CALL on Self-Regulation of Iranian EFL Learner's Language Achievement

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Sahar Noshad Motahar1,*, Farahman Farrokhi2.

Abstract

The study investigated the impact of computer-assisted language learning (CALL) on the self-regulation and language achievement of Iranian EFL learners. A sample of 65 Iranian EFL students was randomly divided into an experimental group and a control group. The experimental group received CALL-based instruction, while the control group had traditional classroom instruction without CALL intervention.. The participants' self-regulation skills were assessed using the Self-Regulation Questionnaire (SRQ) before and after the intervention. Their language proficiency was also evaluated through a standardized English test. The results showed that the experimental group demonstrated significantly higher levels of self-regulation and language achievement compared to the control group after the CALL-based instruction. These findings suggest that integrating CALL into language education can positively influence EFL learners' self-regulatory abilities, which in turn enhances their overall language performance. The study highlights the potential benefits of incorporating CALL to foster autonomous and self-directed learning among EFL students. The paper also discusses the implications for language teaching practices and provides recommendations for future research in this area.


 


Keywords: Self-regulation, Computer-Assisted Language Learning (CALL), SLT: second language teacher,EFL:English as a foreign

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How to Cite
Sahar Noshad Motahar1,*, Farahman Farrokhi2. (2024). The Effect of CALL on Self-Regulation of Iranian EFL Learner’s Language Achievement. International Invention of Scientific Journal, 8(03), Page: 416–429. Retrieved from https://iisj.in/index.php/iisj/article/view/456