THEORETICAL ANALYSIS OF SELF-REGULATION ON EFL LEARNERS'

MOTIVATION FOR SPEAKING BASED ON TRANSFORMATIVE APPROACH

ANÁLISE TEÓRICA DA AUTORREGULAÇÃO DA MOTIVAÇÃO DOS

APRENDENTES DE ILE PARA FALAR COM BASE NA ABORDAGEM

TRANSFORMATIVA

ANÁLISIS TEÓRICO DE LA AUTORREGULACIÓN SOBRE LA MOTIVACIÓN DE

LOS ESTUDIANTES DE EFL PARA HABLAR BASADO EN UN ENFOQUE

TRANSFORMATIVO

Sahar AHMADPOUR

Hassan ASADOLLAHFAM

Davud KUHI

ABSTRACT: This study investigated the impact of transformative instructional approach in

speaking on EFL learners' motivations to speak. To this end, a total of 62 male and female

students of English as a foreign language (EFL) in a language institute in Iran participated in

the study. The study took over a period of two months in a classroom setting. Participants were

exposed to transformative instructional approach and their motivation was investigate

following the relevant practices. This study adopted a mixed-methods approach to data

collection as well as data analysis which offers a richer and deeper insight into the findings. To

measure learners’ speaking development before and after the treatment, the Preliminary English

Test was implemented. The findings verified the value of transformative teaching approach in

enhancing the speaking skill. Also, the findings of this study suggest that instructional

conditions particularly the transformative approach enhance learners’ self-regulated behaviors

when learners take on the main responsibility for their learning.

KEYWORDS: Self-regulation learning. Transformative approach. EFL learners. Speaking.

RESUMO: Este estudo investigou o impacto da abordagem instrucional transformativa em

falar nas motivações de alunos de ILE para falar. Para tanto, participaram do estudo 62 alunos

do sexo masculino e feminino de inglês como língua estrangeira (ILE) em um instituto de

línguas no Irã. O estudo durou dois meses em sala de aula. Os participantes foram expostos a

uma abordagem instrucional transformativa e sua motivação foi investigada seguindo as

práticas relevantes. Este estudo adotou uma abordagem de métodos mistos para coleta de

dados, bem como análise de dados, que oferece uma visão mais rica e profunda dos resultados.

Para medir o desenvolvimento da fala dos alunos antes e depois do tratamento, o Teste

Preliminar de Inglês foi implementado. Os resultados verificaram o valor da abordagem de

Bonab Branch, Islamic Azad University, Bonab, Iran. Ph.D. Candidate of TEFL, Department of English

Language. ORCID: https://orcid.org/0000-0003-1511-1961. E-mail: Sahar.Ahmadpour33@gmail.com

Bonab Branch, Islamic Azad University, Bonab, Iran. Assistant Professor of TEFL, Department of English

Language. ORCID: https://orcid.org/0000-0003-1643-3372. E-mail: Asadollahfam@gmail.com

Islamic Azad University, Maragheh, Iran. Assistant Professor of TEFL, Department of English Language,

Maragheh Branch. ORCID: https://orcid.org/0000-0002-8705-9093. E-mail: davudkuhi@yahoo.com

ensino transformativa no aprimoramento da habilidade de fala. Além disso, os resultados deste

estudo sugerem que as condições de ensino, particularmente a abordagem transformativa,

melhoram os comportamentos autorregulados dos alunos quando eles assumem

responsabilidade por sua aprendizagem.

PALAVRAS-CHAVE: Aprendizagem de autorregulação. Abordagem transformativa. Alunos

de ILE. Fala.

RESUMEN: Este estudio investigó el impacto del enfoque de instrucción transformador al

hablar sobre las motivaciones de los estudiantes de inglés como lengua extranjera para hablar.

Con este fin, participaron en el estudio un total de 62 estudiantes de inglés como lengua

extranjera (ILE) de un instituto de idiomas en Irán. El estudio tomó un período de dos meses

en un salón de clases. Los participantes fueron expuestos a un enfoque de instrucción

transformador y se investigó su motivación siguiendo las prácticas relevantes. Este estudio

adoptó un enfoque de métodos mixtos para la recopilación de datos, así como el análisis de

datos, que ofrece una visión más rica y profunda de los hallazgos. Para medir el desarrollo del

habla de los estudiantes antes y después del tratamiento, se implementó la Prueba Preliminar

de inglés. Los hallazgos verificaron el valor del enfoque de enseñanza transformadora para

mejorar la habilidad de hablar. Además, los hallazgos de este estudio sugieren que las

condiciones de instrucción, en particular el enfoque transformador, mejoran las conductas

autorreguladas de los alumnos cuando los alumnos asumen la responsabilidad principal de su

aprendizaje.

PALABRAS CLAVE: Aprendizaje de autorregulación. Enfoque transformador. Estudiantes

de inglés como lengua extranjera. Expresión oral

Introduction

Classroom teaching has altered significantly in recent years. Blackboards were

substituted by whiteboards and then by PowerPoint presentations; learner notebooks by laptops

and, most recently, by tablet PCs. Approaches to classroom teaching and debates with respect

to what teachers need to achieve have also changed, and we currently have numerous well-

developed approaches to classroom pedagogy that stress different dimensions of teaching and

learning. The main purpose in the present research study was not to reduce the significance or

unique role of this approach, but rather to underscore its notable degree of overlap and union,

which is clear at both the theoretical and methodological level. Doing so has led to the

promotion of an overarching approach to classroom teaching called transformative teaching,

which consists of enhancing students’ development of major course concepts (speaking in this

case) while cultivating their learning-related attitudes, values, beliefs, and abilities.

Speaking is a mixed skill which consists of performing different activities concurrently

(JOHNSON, 1996). Burns (2012) delineates speaking as a greatly complicated and active skill

that encompasses the use of multiple concurrent processes such as cognitive, physical and

socio-cultural capabilities and a speaker’s information and abilities have to be activated quickly

in real-time. Speaking can be a productive skill which, therefore, entails reacting to the

incoming information without any time drift. The speakers are required to sustain the stream of

the speech and should accomplish a degree of fluency and automaticity in both planning and

the generation of language (SYDORENKO et al., 2019; THORNBURY, 2006).

The process of learning to speak in a second language includes promoting the capability

of employing these elements, empowering the learners to generate unplanned, impulsive,

automatic, proper, and correct oral language. Such ability can be fostered only through its use

and it also necessitates learners to be conscious of their own language learning processes.

Therefore, it is commonly accepted that teachers need to advance learner autonomy which is

considered as an essential dimension of EFL/ESL instruction.

An approach which is used in Western EFL/ESL countries in the recent decades is the

transformative approach which means teaching to make a difference. In transformative

teaching, the teacher tries to grow students’ intentions, creative actions and purposeful

engagement in identity formation (Marshall et al., 2007). Fisher-Yoshida, Geller, and Schapiro

(2009) define transformation as “an outcome refers to a deep and lasting change … a

developmental shift or a change in worldview… enabling people to move toward habits of mind

and habits of being”. (p. 341)

According to D’Amato and Krasny (2011), transformative learning occurs when a

learner has to reinterpret current experiences since previous assumptions are not relevant

anymore, and new constructs are needed for the cognitive system in order to make the novel

and confusing perceptions intelligible. Therefore, this approach provides the learner with new

perspectives and includes “insight into the source, structure, and history of a frame of reference,

as well as judging its relevance, appropriateness, and consequences” (MEZIROW, 2003, p. 61).

To regulate the learning effectively, it is essential for learners to gain a professional

knowledge base, that is, a blend of content, curriculum and pedagogical knowledge which is

necessary to learn the target language (DARLING-HAMMOND; BRANSFORD, 2007). This

research study aimed to develop a better understanding of the innovative teaching approach,

and to recognize the pivotal role that these instructional approaches play in shaping learners’

speaking progress by enabling them to self-regulate their learning behaviors.

Over the years, the learning and teaching approaches have been changing fast.

Mainstream, conventional, or traditional approaches, which substantially focus on the

acquisition of knowledge, have been replaced by new and innovative approaches which

incorporate principles and values into educational curricula. Therefore, it is not true to expect

that the conventional approaches remain intact; however, all members of the learning context

should adapt, adjust, and revolutionize their approach to teaching and learning in these new

kinds of environments.

In Iranian context, due to the tyranny of the educational system, new approaches are

welcomed; and therefore, the output of the learning process is not familiar with the new notions

in learning concept. In EFL settings, in particular, the same routine goes on and as a

consequence, EFL learners in Iranian context are less attentive and active than the ones in other

countries welcoming new methods and approaches. For this reason and in order to encourage

and develop the speaking skill, the present study sought to put step in a new paradigm, which

is using transformative teaching approach in EFL speaking classes.

Literature review

In this study, the researcher mainly focuses on transformative education to figure out

how such theory can be helpful in real classroom settings. The transformative theory is related

to adult education – based theories which make adult learners to learn meaningfully. The theory

is considered as deep learning theory and looks for mechanisms that adult learners use to master

the language.

Transformative theory makes some changes in students’ and teachers’ beliefs and it

helps teachers and students to develop positive relationship, to solve problems, to learn how to

manage one’s ego, to use proper learning plans, to make changes in essential situations, to be

responsible for their choices, and finally to create successful outcomes (NELSON; LOW,

2011). Accordingly, as human beings, learners need to make their learning meaningful, and

they should be responsible for their choice to convert traditional styles of learning to new ones.

The definition of transformative learning brings about effective changes which adults acquire

through learning experiences and to make them meaningful (MEZIROW, 1990; 1997;

CRANTON, 1996). Habits of mind and viewpoint are two parts of transformative learning

(MEZIROW, 1997). The definition of Habits of mind can be the abstract ways of thinking by

means of which culture, society and psychological codes will affect thinking.

Biggs (1989) has established an interactive systems model of teaching and learning to

keep track of how learners’ general perceptions of and approaches to learning interact with

specificities in the learning environment to lead to specific learning outcomes. The system

includes three elements: presage, process, and product. Presage elements consist not only of the

previously mentioned learner characteristics in terms of beliefs about knowledge and

perceptions of teaching, but also the learning environment, comprising teacher and school

specificities. Process factors consist of learners’ perceptions of a particular learning

environment and the specific learning strategies that they accordingly choose for that learning

task. The product, or learning outcome, is mostly affected by the strategy selected.

Nitschke and Malvinci (2013) have conducted research on this topic in Manlia,

Philippines which focused on the process of transformative learning. In their study, participants

experienced a new type of learning. The researchers concluded that critical thinking is basically

built up on the pillars of meaningful learning which by nature arises from transformative theory.

According to Mc Casker (2013), transformative learning is expected to lead the students

towards reframing their learning and discussing their observations about learning needs to

reconstruct the pedagogy of ESL and EFL.

Zimmerman (1990) points out that developmental changes and maturation underlie

students’ capacity to self-regulate their learning and found that young children have little

knowledge of strategy use and most often relate success to trying hard. He determined that

academic self-perceptions become more refined and accurate as students mature; however,

these developmental changes depend on a classroom environment that enables students to build

“personal theories of self-competence, academic tasks, cognitive strategies, motivation and

social cognition” (p. 13) and therefore student’s capacity to self-regulate can be developed in

response to intelligently managed learning programs.

Self-regulation requires that learning goals set are realistic, challenging and attainable,

and as learners work on attaining their goals they should observe and monitor their performance

and evaluate their own progress (SCHUNK, 1990; VERSTEGE et al., 2019).

Self-regulated learning includes several processes and elements. Zimmerman and

Moylan (2009) represent self-regulated learning as a three-phase model that consists of

forethought, performance control and self-reflection. Forethought includes movement to self-

motivate behaviors, activities and techniques towards accomplishing self-developed objectives

through the implementation of individual emotions and thinking processes. Forethought is

subject to impact by behavioral modifications when self-judgment or performance control is

activated including the process of inspecting and evaluating an individual’s accomplishments

with respect to his/her objectives. Self-reflection is pertinent to the examination and monitoring

of how well the pre-specified purposes have been met and the behavior of gratifying or

punishing oneself for attainment or not to meet established purposes (BANDURA, 1991;

XIAO; YANG, 2019; ZIMMERMAN, 1990).

Dignath, Buettner, and Langfeldt (2008) conducted a meta-analysis associated with the

improvement of self-regulation in primary school learners and revealed the significance and

effectiveness of self-regulated learning programs and that younger school learners could extend

the capacity to self-regulate their activities and learning strategies on the condition they are

presented with explicit instructional practices. Self-regulated learning takes place within

environments that provided the learners with the opportunities to take a proactive role

throughout their learning process (DARR, 2005).

Perry et al. (2008) described self-regulated learners as those who “exercise

metacognition by analyzing the demands of tasks in relation to their strengths and weaknesses

as learners… regulating their behavior in ways that optimize their learning… and are motivated

to learn” (p. 97). Further, Perry et al. described students who exhibited self-regulation, as those

who believed in the chance to take on challenging tasks in order to extend their learning, and

as a consequence developed a deeper understanding of the subject matter they were learning. It

could be argued, then, that developing the skills and strategies of self-regulation supported and

promoted the students in their goal of becoming flexible and adaptive in their learning progress

(DONOVAN et al., 2008).

Theide et al. (2003) emphasized that more correct monitoring results in better regulation

of behavior (i.e., strategy selection). This in turn was accompanied with effective test

performance. In fact, Theide et al. (2003) consider their study as lending support to the necessity

of enhancing monitoring accuracy “as a means of improving reading comprehension” (p. 71).

Although this study investigated a single limited dimension of reading comprehension in terms

of learning a factual text in order to answer test questions, more general implications can be

drawn from the findings.

In another study, Timperley (2012) specified five fundamental learning principles that

underline the experiences throughout teacher education which are significant for learner

teachers in building up their reflexive expertise. The first principle is to foster knowledge of

practice by means of actively developing conceptual frameworks; the second principle is to

systematically combine formal and daily theories of practice; the third principle is to advance

and promote metacognition, co- and self-regulated learning; the fourth is to join thought, feeling

and inspiration and the last one is to place learning in carefully developed learning communities

(TIMPERLEY, 2012).

In another study about transformative learning, Zarbafian (2014) investigated three

dimensions of transformative teaching on Iranian EFL learners. She worked on 81 female and

male participants in a Language Center. She made an attempt to increase learners, motivation

through transformative learning. Zarbafian (2014) concluded that Transformative learning “has

significant effect on learners, motivation and speaking ability” (136, 288-292).

There are numerous theories underlying the notion of self-regulation and how it is

developed. Winne (1997), for instance, considers self-regulation as a highly meta-cognitive

process of controlling techniques and strategies being impacted by variables such as content

knowledge, knowledge of strategies and procedures, performance of techniques and strategies,

management of tactics and strategies and global outlooks which all have differing influences

on the whole performance. Boekaerts’ (1999) model of self-regulation (Figure 1) is grounded

within the kinds of objectives that learners aim at achieving and are impacted by the type of

context that they reside in.

Figure 1. Boekaerts’ (1999) model of self-regulation

Source: Boekaerts (1999)

Zimmerman’s (1989) self-regulation theory (Figure 2) is recommended within the

social-cognitive theoretical stance of environment, behavior and person and a multi-level model

of self-regulation (ZIMMERMAN, 2000). Nonetheless, there are general presumptions that

self-regulation consists of a choice of processes (e.g., goal setting, strategic planning and self-

evaluation) and that it takes place within a cycle of obtaining feedback with respect to strategy

use that can be drawn on during future demands (WAGENER, 2013).

Figure 2. Zimmerman’s (1989) self-regulation theory

Source: Zimmerman (1989)

Methodology

The present study has taken measure to practice transformative teaching and learning to

help Iranian EFL students to improve their personality and strength of character to attend more

actively and dynamically in speaking tasks. Undoubtedly, the core part of this study is built on

the assumptions underlying the wholeness theory. In what follows, the researcher developed a

description and an explanation of the research study based on the research questions and related

hypotheses considered as a tentative solution to the problem in this study. As stated in previous

sections, this study was intended to achieve three goals. First, the researcher attempted to create

and fabricate a new teaching area for EFL context. Second, the inquirer helps learners to

experience a new atmosphere of learning, and finally, she endeavored to help EFL learners

develop stronger personality to experience a more challenging speaking environment.

Participants

The population for this study is defined as all intermediate adult learners who study

English in a private language school in Boukan, during the sampling time frame. A total of 62

EFL participant were selected out of a language school in Boukan based on purposeful and

convenient sampling techniques because of the availability principle. Participants included both

male (N = 27) and female (N = 35) learners.

Participants’ level of proficiency was intermediate based the courses they had passed in

the institute and the placement test of the institute. However, in order to ensure the homogeneity

of participants, the Preliminary English Test (PET) was administered. Three intact classes were

used in this study, with each being assigned to one treatment condition. Class A (N = 21)

received transformative learning program. Class B (N = 20) was exposed to transformative

teaching and learning, and finally in class C (N = 21), the conventional approach of teaching

discussion was practiced. Regarding the age factor, students fell within the age range of 20 -

30. Participants were for the middle-class socioeconomic background. Their first language was

Kurdish, yet they were also familiar with Farsi as the official language of Iran. All participants

were informed of the purpose of this study through oral consents and agreed to take part in the

experiment.

The study primarily started by the choice of the language school and negotiations with

the authorities. After coming up with agreement, three intermediate classes (three intact groups)

were selected based on convenient and purposeful sampling techniques.

Instruments

To measure learner’s level of language proficiency, PET test was used based on the

context of the study. As the structure of the test displays, PET measures four main language

skills, namely – listening, speaking, reading, and writing. PET is a standardized test and consists

of parts measuring all the language skills.

Reading and Writing (1 hour and 30 minutes)

In the Reading component learners are required to complete five tasks which

demonstrate that they can read and understand several texts. They are expected to read texts

from signs, journals, newspapers, and magazines and understand the main concepts. The

Reading component has 35 marks which contribute 25% of the total.

In the Writing section, participants need to complete three tasks: sentence

transformations, guided writing and extended writing. They should show that they can use

vocabulary and structure by completing tasks such as writing a short message, and a story or

letter of around 100 words. They also have to complete an exercise comprising the

transformation of the meaning of sentences. The Writing component includes 25 marks and

contributes 25% of the total.

After the participants have all completed the PET proficiency test, their responses were

entered into the statistical package for the social sciences (SPSS) program version 22.

Accordingly, participants who scored one standard deviation above and below the mean were

selected as the participants in this study.

Assessment Scale for the Speaking Part of PET

The researcher and another trained Iranian EFL teacher independently rated 50% of the

speaking data randomly. The percentage agreement turned out to be 94%. All disagreements

were then resolved through discussion. The researcher then rated the remaining data. In order

to avoid coding towards expectations (RÉVÉSZ, 2012), the second rater was ‘blinded’ about

the learners and the purpose of the study. Inter-coder reliability scores were calculated using

Cohen’s kappa co-efficient (κ). Overall, the percentage agreement was .96, showing

satisfactory reliability.

Transformative Questionnaire

In addition to the interview, a questionnaire was designed based on the Gardner’s

attitude motivation test AMTB investigating learners’ attitudes and motivation towards the

transformative teaching approach. The questionnaire included 20 5- point Likert-scale items

ranging from “Strongly Disagree” to “Strongly Agree” with values 1-5 assigned to each

alternative item with the scales ranging from strongly agree to strongly disagree. The reliability

of the questionnaire was analyzed through Cronbach’s alpha and its validity through

confirmatory factor analysis.

Self-regulation Questionnaire

Learners’ self-regulated behavior was assessed through the Motivated Strategies for

Learning Questionnaire—MSLQ questionnaire (PINTRICH et al., 1993). The self-regulation

section of this questionnaire includes 9 items based on a 7-point Likert scale (1 = not at all true

of me to 7 = very true of me).

Data analysis

Initially, tests of normality including Kolmogorov-Simonov plus the related histograms

and box plots were carried out to make sure that the data were normally distributed without any

outliers. Second, all measurement instruments including PET, the speaking tests taken out of

parallel PET tests and the questionnaires were analyzed and interpreted to make sure that they

are reliable and valid measures for the constructs in question. The quantitative research

questions were analyzed using a number of paired-samples tests and independent samples T-

tests. Follow-up interviews were conducted to provide triangulation of data. The extra detail

and richness provided by the retrospective data enabled clarification of attitudes towards the

use of different instructional approaches for the purpose of improving speaking skill. For the

qualitative questions of the study, participants’ replies were investigated descriptively though

interpretive content analysis.

Results

The study was conducted in order to find out the effectiveness of transformative

teaching approach to the L2 learners’ speaking development. Therefore, in the present study,

the following research question was included:

 Does transformative teaching approach have any significant effect on EFL learners’

motivation to speak?

Table 1. One-Sample Kolmogorov-Smirnov Test for Self-Regulation

Regulation

Normal Parameters b

Mean

38.2581

Std. Deviation

12.74972

Most Extreme Differences

Absolute

.086

Positive

.086

Negative

-.074

Kolmogorov-Smirnov Z

.680

Asymp. Sig. (2-tailed)

.743

a. Test distribution is Normal.

b. Calculated from data.

Source: Devised by the authors

Table 2. Reliability Results of Transformative Questionnaire

Cronbach's Alpha

Cronbach's Alpha Based on Standardized Items

N of Items

.906

.902

Source: Devised by the authors

Table 3. Reliability Results of Regulation Questionnaire

Cronbach's Alpha

Cronbach's Alpha Based on Standardized Items

N of Items

.877

.874

Source: Devised by the authors

Table 4. Descriptive Statistics for Transformative Group

Mean

Std. Deviation

Std. Error Mean

Pair 1

Pretest

2.9000

1.25237

.28004

Posttest

3.7500

1.01955

.22798

Source: Devised by the authors

As Table 4 exhibits, the mean of posttest (M = 3.75, SD = 1.01) is higher than that of

the pretest (M = 2.90, SD = 1.25) considering speaking performance. Below are the results of

t-test to achieve more exact findings.

Table 5. T-test Results for Transformative Group

Paired Differences

Sig.

(2-

tailed)

Mean

Std.

Deviation

Std.

Error

Mean

95% Confidence

Interval of the

Difference

Lower

Upper

Pair

pretest –

posttest

-.85000

1.42441

.31851

-1.51664

-.18336

-2.669

.015

Source: Devised by the authors

The results of t-test show a statistically significant difference, t(19) = -2.66, p = .015, d

= .74, between the pretest and posttest speaking performance of the transformative group

learners.

Table 6. Descriptive Statistics for Groups’ Self-Regulation

Mean

Std.

Deviation

Std.

Error

95% Confidence

Interval for Mean

Minimum

Maximum

Lower

Bound

Upper

Bound

Transforma

tive

49.0500

10.25709

2.29356

44.2495

53.8505

24.00

61.00

Control

30.8571

10.47991

2.28690

26.0867

35.6275

19.00

59.00

Total

38.2581

12.74972

1.61922

35.0202

41.4959

19.00

61.00

Source: Devised by the authors

Results of Table 6 indicate that the mean score of the transformative group is higher (M

= 49.05, SD = 10.25) than that of the control (M = 30.85, SD = 10.47) group. Results of one-

way ANOVA are reported in Table 4.20.

Table 7. ANOVA Results for Groups’ Self-Regulation

Sum of Squares

Mean Square

Sig.

Between Groups

3653.397

1826.699

17.210

.000

Within Groups

6262.474

106.144

Total

9915.871

Source: Devised by the authors

The results of one-way ANOVA reveal that the groups have significant differences in

their self-regulation scores, F (2, 61) = 17.21, p = .000. In order to find out the exact points of

differences, a Tukey post-hoc test was run.

Results of the questionnaire analysis have revealed the participants’ overall positive

opinions about transformative teaching.

Discussion

The present study was aimed at evaluating the role of transformative approach to

teaching speaking in Iran. Results revealed that the transformative approach in enhancing the

learners’ speaking skills. Transformative approach acts effectively in enhancing the

participants’ speaking performance and was favored by most learners. This finding is supported

by previous research (e.g., NOLAND; RICHARDS 2014; SLAVICH; ZIMBARDO 2012)

illuminating the effectiveness of transformational teaching. And the results of interviews

confirmed that learners were more eager and motivated to learn with this approach. Importantly,

it is argued that teachers in the transformative classroom focus on both the outcomes and also

the processes to obtain them. This process establishes a meaningful and positive context in the

classroom (POUNDER, 2003). Motivation effect are the important part of transformational

teaching that deals with affective aspects of teaching.

Conclusion

The findings of this study verified the value of transformative teaching approach in

enhancing the speaking skill. In order to develop teachers as transformational practitioners, one

can summarize transformational teaching in an easily comprehensible format such as using

handouts or videos that demand minimal time or that can be read or watched in short intervals.

These summaries can include the fundamental dimensions of transformational teaching and can

provide answers to the most common questions and issues and avoid anxiety in implementing

a new teaching approach. A transformative teaching approach to L2 speaking development can

provide the essential means to attain the learning objectives. Transformative teaching continues

to develop, particularly with respect to learning in higher educational contexts, and with the

information collected in the present study it seems to be an effective and suitable approach for

classroom instruction. Results of this study also highlighted the development of self-regulated

behaviors in participants who were exposed to the transformative teaching approach. Self-

regulating language user monitors and adjusts strategies and behaviors used in relation to goal

achievement and judge’s self-performance in relation to speaking goals. To regulate strategies

requires the knowledge of the entire range of potential cue sources as strategies and how to use

them adaptively in varying combinations when speaking. The findings of this study suggest that

instructional conditions particularly the transformative approach enhance learners’ self-

regulated behaviors when learners take on the main responsibility for their learning. At the end,

it could be mentioned that the transformative teaching would seem to seize the main similarities

that are present across the major recent approaches to learning and classroom teaching. It is

therefore suggested that it can be used as an overarching framework for thinking about how to

maximize learners’ potential for intellectual and personal development over time.

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How to reference this article

AHMADPOUR, S.; ASADOLLAHFAM, H.; KUHI, D. Theoretical analysis of self-regulation

on EFL learners' motivation for speaking based on transformative approach. Rev.

EntreLínguas, Araraquara, v. 7, n. esp. 4, e021095, Nov. 2021. e-ISSN: 2447-3529.

DOI: https://doi.org/10.29051/el.v7iesp.4.15652

Submitted: 09/02/2021

Required revisions: 20/05/2021

Approved: 05/09/2021

Published: 10/11/2021

ANÁLISE TEÓRICA DA AUTORREGULAÇÃO DA MOTIVAÇÃO DOS

APRENDENTES DE ILE PARA FALAR COM BASE NA ABORDAGEM

TRANSFORMATIVA

THEORETICAL ANALYSIS OF SELF-REGULATION ON ILE LEARNERS'

MOTIVATION FOR SPEAKING BASED ON TRANSFORMATIVE APPROACH

ANÁLISIS TEÓRICO DE LA AUTORREGULACIÓN SOBRE LA MOTIVACIÓN DE

LOS ESTUDIANTES DE ILE PARA HABLAR BASADO EN UN ENFOQUE

TRANSFORMATIVO

Sahar AHMADPOUR

Hassan ASADOLLAHFAM

Davud KUHI

RESUMO: Este estudo investigou o impacto da abordagem instrucional transformativa em

falar nas motivações de alunos de ILE para falar. Para tanto, participaram do estudo 62 alunos

do sexo masculino e feminino de inglês como língua estrangeira (ILE) em um instituto de

línguas no Irã. O estudo durou dois meses em sala de aula. Os participantes foram expostos a

uma abordagem instrucional transformativa e sua motivação foi investigada seguindo as

práticas relevantes. Este estudo adotou uma abordagem de métodos mistos para coleta de dados,

bem como análise de dados, que oferece uma visão mais rica e profunda dos resultados. Para

medir o desenvolvimento da fala dos alunos antes e depois do tratamento, o Teste Preliminar

de Inglês foi implementado. Os resultados verificaram o valor da abordagem de ensino

transformativa no aprimoramento da habilidade de fala. Além disso, os resultados deste estudo

sugerem que as condições de ensino, particularmente a abordagem transformativa, melhoram

os comportamentos autorregulados dos alunos quando eles assumem responsabilidade por sua

aprendizagem.

PALAVRAS-CHAVE: Aprendizagem de autorregulação. Abordagem transformativa. Alunos

de ILE. Fala.

ABSTRACT: This study investigated the impact of transformative instructional approach in

speaking on ILE learners' motivations to speak. To this end, a total of 62 male and female

students of English as a foreign language (EFL) in a language institute in Iran participated in

the study. The study took over a period of two months in a classroom setting. Participants were

exposed to transformative instructional approach and their motivation was investigate

following the relevant practices. This study adopted a mixed-methods approach to data

collection as well as data analysis which offers a richer and deeper insight into the findings.

Bonab Branch, Universidade Islâmica de Azad, Bonab, Irã. Candidato (a) ao Ph.D.em TILE, Departamento de

Língua Inglesa. ORCID: https://orcid.org/0000-0003-1511-1961. E-mail: Sahar.Ahmadpour33@gmail.com

Bonab Branch, Universidade Islâmica de Azad, Bonab, Irã. Professor assistente de TILE, Departamento de

Língua Inglesa. ORCID: https://orcid.org/0000-0003-1643-3372. E-mail: Asadollahfam@gmail.com

Universidade Islâmica de Azad, Maragheh, Irã. Professor Assistente de TILE, Departamento de Língua Inglesa,

Maragheh Branch. ORCID: https://orcid.org/0000-0002-8705-9093. E-mail: davudkuhi@yahoo.com

To measure learners’ speaking development before and after the treatment, the Preliminary

English Test was implemented. The findings verified the value of transformative teaching

approach in enhancing the speaking skill. Also, the findings of this study suggest that

instructional conditions particularly the transformative approach enhance learners’ self-

regulated behaviors when learners take on the main responsibility for their learning.

KEYWORDS: Self-regulation learning. Transformative approach. EFL learners. Speaking.

RESUMEN: Este estudio investigó el impacto del enfoque de instrucción transformador al

hablar sobre las motivaciones de los estudiantes de inglés como lengua extranjera para hablar.

Con este fin, participaron en el estudio un total de 62 estudiantes de inglés como lengua

extranjera (EFL) de un instituto de idiomas en Irán. El estudio tomó un período de dos meses