Investigating the relationship between metastrategy use and task engagement in an EFL context: a structural equation modeling approach

ABSTRACT

Purpose:

The significance of self-regulated learning (SRL) strategies has been extensively discussed in second language acquisition (SLA) research. However, their specific influence on EFL students’ task engagement has remained under-explored. To address this gap, this study analyzed the correlation and predictor power of different components of SRL metastrategy use and task engagement.

Design/methodology/approach:

To do so, two questionnaires were completed by 302 undergraduate university students in Iran. Structural equation modeling (SEM) was utilized to analyze the data.

Findings:

The results of SEM revealed a positive relationship among the underlying dimensions of SRL metastrategies and task engagement. It was also found that EFL learners’ use of SRL metastrategies could significantly predict their task engagement in different modes.

Originality/value:

Some conclusions and implications are presented in the study to promote EFL teachers’ and educators’ understanding of the psycho-affective side of SLA. The paper ends with theoretical and pedagogical implications that aim to promote understanding of task engagement in theory and practice.

KEYWORDS:

• Task engagement
• metastrategies
• self-regulation
• self-determination

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Javad Zare

Javad Zare, is Associate Professor of Applied Linguistics at Kosar University of Bojnord, Bojnord, Iran. His most recent publications have appeared in Applied Linguistics, System, Language Teaching Research, Journal of Second Language Writing, Frontiers in Psychology, Educational Review, British Journal of Psychology, British Journal of Educational Studies, Computer Assisted Language Learning, ReCALL, International Journal of Applied Linguistics, Current Psychology, Journal of Pragmatics, Lingua, English for Specific Purposes, Journal of English for Academic Purposes, Discourse Processes, and Text & Talk. His research areas of interest include positive psychology, computer-assisted language learning, task-based language teaching, corpus linguistics, genre analysis, and English for academic purposes. Email: [email protected]

Ali Derakhshan

Ali Derakhshan is Associate Professor of Applied Linguistics at the English Language and Literature Department, Golestan University, Gorgan, Iran. He has published in both accredited international journals (Computers and Education, Language Teaching Research, System, Studies in Second Language Learning and Teaching, ELT Journal, Current Psychology, Frontiers in Psychology, etc.) and various local journals. His research interests are positive psychology, interlanguage pragmatics, intercultural communication, teacher education, learner individual differences, and cross-cultural interpersonal factors in educational psychology. Email: [email protected]

Lawrence Jun Zhang

Lawrence Jun Zhang is Professor of Linguistics-in-Education and Associate Dean for the Faculty of Education and Social Work, The University of Auckland, New Zealand. His major interests and publications are on the psychology of language learning and teaching, especially learner metacognition, L2 reading-writing development and teacher assessment literacy. His publications have appeared in top journals such as Applied Linguistics (Oxford), Applied Linguistics Review (de Gruyter), British Journal of Educational Psychology (Wiley), Discourse Processes (Routledge), Journal of Second Language Writing (Elsevier), Journal of Psycholinguistic Research (Springer), Modern Language Journal (Wiley), TESOL Quarterly (Wiley), Language Teaching Research (Sage), RELC Journal (Sage), System (Elsevier), Frontiers in Psychology (Frontiers Media), among others. He serves on editorial boards for Applied Linguistics Review (de Gruyter), Australian Review of Applied Linguistics (Benjamins), Journal of Second Language Writing (Elsevier), Metacognition and Learning (Springer), Journal of Second Language Studies (Benjamins), Language Teaching for Young Learners (Benjamins) and RELC Journal (Sage). He is Co-Editor-in-Chief for System (Elsevier) and Associate Editor for Frontiers in Psychology (Frontiers Media). He was honoured by the TESOL International Association (USA) in 2016 with the award of ‘50 at 50’, which acknowledged ‘50 Outstanding Leaders around the world in the field of TESOL’. https://loop.frontiersin.org/people/795735/overview. Email: [email protected]