Exploring self-regulated learning and motivation: A case study of EFL undergraduate learners at a public university in Afghanistan

Abstract

The concept of self-regulated learning (SRL) in the field of educational psychology has been developed to comprehend how students learn autonomously. Motivation is a pivotal factor in learners’ academic outcomes and its connection with (SRL) is extensive. The purpose of this study was to further explore this phenomenon among EFL learners enrolled at Kandahar University. Quantitative research was carried out on a sample of 123 EFL learners. The data were collected through an online survey questionnaire and analysed using statistical packages. The results indicated that the majority of the learners were standing on the average level of SRL. The results also revealed that there was a significant positive relationship between motivation and SRL. Foreign language learning can be enhanced by designing environments in a way that fosters SRL skills. Further research could be conducted with a wider sample size from other public universities to generate a more fine-grained understanding. Keywords: EFL, EFL learners, self-regulated learning, motivation