Development of a self- regulation foreign language learning scale within the framework of social eotional learning

Abstract

A growing body of research underlines the significance of self-regulation in foreign language learning (Dörnyei, 2005; Oxford, 2011; Chamot, 2014). In line with this, researchers have developed numerous instruments to help learners deal with the challenge of language learning. However, these instruments have been generally designed within the framework of language learning strategies not within the framework of social and emotional learning (SEL). From this point of view, the current study tries to fill this gap by developing an appropriate instrument to assess university students' self-regulatory competences in foreign language learning within the framework of SEL. Moreover, the effects of gender on language learners' self-regulatory competences were also examined by using structural equation model. Data was gathered using three different samples of 1439 preparatory school students from a university in total. Principal component analysis of the Self-Regulation Foreign Language Learning Scale (SRFLLS) yielded an eight-factor structure: Recognition of Strengths and Emotions, Self-Efficacy, Emotional Costs, Self-Motivation, Self-Discipline, Goal-Setting, Help-Seeking and Curiosity. In accordance with confirmatory factor analyses, it was observed that the model fit indices were acceptable and there was a significant difference based on gender in language learners' self-regulatory competences of Self-Discipline, Help-Seeking and Curiosity. Limitations and directions for future research are discussed.