Factors affecting the use of the self-regulated L2 learning strategies in Turkish FLE context

Abstract

This study aims to investigate the overall self-regulated L2 learning strategy use of L2 learners depending upon the Strategic Self-Regulation (S²R) Model proposed by Oxford (2011), and to examine the relationships between their reported self-regulated L2 strategy use and their personality traits, identity, beliefs about L2 learning, and proficiency. The mixed methods sequential explanatory design was used in this study. Data were gathered by means of quantitative and qualitative data collection instruments. Quantitative data collection instruments were administered to 205 participants attending the Department of FLE at Trakya University, Turkey. Data were analyzed using frequency distribution and stepwise multiple regression analysis. As for the qualitative phase of the study, semi-structured interviews conducted with more and less frequent strategy users (n=10), were analyzed by means of descriptive analysis. Findings demonstrated that self-regulated L2 learning strategy use is affected by L2 learners' personality traits, identity, beliefs about L2 learning, and proficiency. This study discusses sociological and psychological aspects of L2 learners apart from investigating their reported self-regulated L2 learning strategy use, and factors affecting their strategy choice. Hence, it is assumed that the study will assist foreign language educators to make better sense of what Turkish L2 learners bring to the foreign language education context.