The Effect of CALL on Self-Regulation of Iranian EFL Learner's Language Achievement
##plugins.themes.academic_pro.article.main##
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
##plugins.themes.academic_pro.article.details##
This work is licensed under a Creative Commons Attribution 4.0 International License.