THE RELATIONSHIP BETWEEN CRITICAL THINKING ABILITY OF IRANIAN EFL LEARNERS AND THEIR ACADEMIC SELF-REGULATION

This study was an attempt to investigate the relationship between Iranian English as a Foreign Language (EFL) learnersʹ academic self-regulation and their critical thinking ability. To achieve the purpose of the study, 90 EFL learners majoring in English Translation and TEFL were selected from Islamic Azad University, Dezful branch in Iran. They were requested to complete the "Honeyʹs Critical Thinking Questionnaire" and the "Self-Regulation Trait Questionnaire". The data were analyzed using Pearson correlation coefficients. The results revealed a statistically significant and positive relationship between self-regulation and critical thinking ability. The findings may encourage educators to find effective ways for developing EFL learnersʹ self-regulation and critical thinking ability.