ON THE RELATIONSHIP BETWEEN SELF-REGULATION AND ENGLISH RELATED MAJOR UNDERGRADUATES’ PERFORMANCES IN WRITING TASKS

The present study is an attempt to investigate the relationship between self-regulation and writing performance in Iranian English related major students at university (English Translation, Literature, Teaching English as a Foreign Language (TEFL), and Linguistics). To measure the level of self-regulation in participants, Academic Self-regulation Scale (A- SRL-S) contextualized Persian version was used. The reliability of the questionnaire in present study was reported as 0.91 by Chronbach’s Alpha Test. Two raters examined the writing tasks. The reliability of the raters’ evaluation was proven by Paired- Sample t-test (P < 0.5) and their homogeneity was significantly high (r= 0.83). Although the level of writing and self-regulation was high in participants, Pearson Correlation revealed that there is no significant relationship between self-regulation and writing performance in Iranian English related major students. However, Independent sample t-test proved that there is significant correspondence between degree (MA, BA) and performance (P < 0.001). Moreover, ANOVA test showed that majors significantly correlate with writing performance (0.00) and self-regulation (0.03). The findings of the study suggest noticing students’ self regulation help EFL teachers to teach writing effectively. This has clear and significant implications for teaching and learning writing strategies in writing sources at universities and International English Language Testing System (IELTS) and Test of English as a Foreign Language (TOEFL).