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首页> 外文期刊>Open Journal of Modern Linguistics >Iranian EFL Learners’ Achievement Goals in Relation with Their Metacognitive Reading Strategy Use
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Iranian EFL Learners’ Achievement Goals in Relation with Their Metacognitive Reading Strategy Use

机译：伊朗EFL学习者的成就目标及其元认知阅读策略的使用

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摘要

The present study aimed at finding the relationship between the subscales of achievement goals and the frequency of metacognitive reading strategies (MRS) Iranian EFL learners use, and tried to explore any significant differences between males and females regarding achievement goals and metacognitive reading strategy use. 103 freshman and sophomore students majoring in English Literature and English Translation in Shahid Bahonar and Azad universities of Kerman took part in this study. In order to obtain the required data, two questionnaires were utilized: Achievement Goal Questionnaire (AGQ) developed by Elliot and McGregor (2001) to measure the participants’ achievement goal orientations, and Metacognitive Awareness of Reading Strategies Inventory (MARSI) developed by Mokhtari and Reichard (2002) to measure the participants’ frequency of metacognitive reading strategy use. The findings of this study revealed that there was a significant positive relationship between mastery-approach goal orientation and MRS use. Regarding the other three subscales of achievement goals (performance-approach, performance-avoidance, and mastery-avoidance) in relation with MRS use, all the correlations were significantly negative. Moreover, a significant difference was found between males and females regarding their achievement goals. Females were found to have higher scores of achievement goals. Regarding MRS use and gender, no significant difference was found between males and females.
机译：本研究旨在发现成就目标的子量表与伊朗EFL学习者使用的元认知阅读策略（MRS）的频率之间的关系，并试图探讨男女在成就目标和元认知阅读策略使用方面的显着差异。 103名在谢赫德·巴哈纳尔（Shahid Bahonar）和克尔曼（Azad）的阿扎德（Azad）大学主修英语文学和英语翻译的大一和大二学生参加了这项研究。为了获得所需的数据，使用了两个问卷：由Elliot和McGregor（2001）制定的成就目标问卷（AGQ）用来衡量参与者的成就目标取向;由Mokhtari和Reichard（2002）测量参与者使用元认知阅读策略的频率。这项研究的结果表明，掌握方法的目标定向与MRS使用之间存在显着的正相关关系。关于与MRS使用相关的成就目标的其他三个子量表（绩效方法，绩效避免和精通避免），所有相关性均显着为负。此外，发现男性和女性在成就目标上存在显着差异。发现女性的成就目标得分更高。关于MRS的使用和性别，男性和女性之间没有发现显着差异。

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