The Role of EFL Teachers Self-regulation in Effective Teaching

This article investigated the relationship between EFL teachers self-regulation and teaching effectiveness. In so doing, 110 EFL teachers were selected according to a convenience sampling from Islamic Azad University in Ramsar, Tonekabon and Chalous, Iran. The findings of the study indicated that there is a significant relationship between EFL teachers self-regulation and their teaching effectiveness. Subsequent data analyses indicated that among the components of self-regulation, intrinsic interest, mastery-goal orientation, and emotional control have the highest correlations with teaching effectiveness. Based on the findings of the present study teacher educators, administrators, and policy makers are recommended to incorporate self-regulated learning strategies to teacher training programs. The findings of the present study may also highlight the contributing roles of intrinsic and emotional factors in teaching effectiveness.