Academic Achievement and Self-Regulation Strategies For Learning Persian as a Second Language

The purpose of this study was to investigate the effect of using self-regulation learning strategies on Arab Persian language learners' academic achievement. This study was descriptive and 45 male and female students from the Persian language center of Imam Khomeini International University were selected as participants through random sampling. The Pintrich and De Groot's Self-Regulation Learning Strategies Inventory (1990) was used as a tool for data collection. The learners' grade point averages on a four-skill coordinated test of Persian language in the academic year 2017-18 were considered as indicators of academic achievement. After filling out the questionnaire, the data were analyzed by means of Pearson correlation coefficient test, t-test of two independent samples, and a stepwise multiple regression. The results of this study showed that, in learning Persian language as a second language, there is a significant positive correlation between self-regulation, self-efficacy and internal evaluation and academic achievement. Between test anxiety and academic success, a significant negative correlation was observed. Also, in this study, there was no significant difference between male and female learners in applying self-regulation strategies. Cognitive strategies positively, and test anxiety negatively predicted the academic achievement of Persian learners. At the end, suggestions were offered for Persian language instructors to have their students attend to the use of self-regulation learning strategies.