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Summary

This chapter reported the findings about the impact of motivational regulation on EFL learning process and achievement, which was explored by studying the relations of motivational regulation with motivational beliefs of English learning goals and English self-efficacy, language-learning strategies and English achievement. It was found that students’ languagelearning goal orientations and English self-efficacy could be used to understand students’ use of motivational-regulation strategies. The results also indicated that English-learning goal orientations and English selfefficacy varied in their ability to explain students’ motivational regulation. Specifically, mastery goal orientation could significantly predict students’ use of all the eight motivational regulation strategies; performance- approach goal orientation could predict three of the eight motivational regulation strategies, that is, performance self-talk, self-reward, and negative-based incentive; performance-avoidance goal orientation was an individual predictor for six of the eight motivational regulation strategies; and self-efficacy was a significant individual predictor for four of the eight motivational regulation strategies.

In addition, this chapter presented the findings about the relations between motivational regulation and language-learning strategies as well as English achievement. Overall, the results indicated moderate to strong relations between students’ motivational regulation and their use of language-learning strategies. Each of the motivational-regulation strategies was significantly and positively related to all of the language-learning strategies. Motivational regulation was also closely related to English achievement. Seven of the eight motivational regulation strategies were significantly and positively related to English achievement with the exception of negative-based incentive. Further, the motivational-regulation strategies explained a significant portion of the variance in languagelearning strategies and English achievement. Therefore, the results provide some evidence regarding the importance of motivational-regulation strategies for FL learning and support the belief that motivational regulation represents an important aspect of SRL that contributes to students’ learning and academic achievement.

 
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