ABSTRACT

Self-regulated language learning-- referring to language learners’ awareness and self-management of their own learning behaviors -- has been the target of research on language education lately. Yet, most language research endeavors and instructional interventions thereof have focused on cognitive and metacognitive self-regulation with very scanty empirical focus on (meta-) motivational self-regulation heretofore. The issue gains particular impetus with EFL at-risk students whose lack of motivation is often misinterpreted as lack of ability. The current study investigated the immediate and delayed impact of enhancing EFL at-risk students’ meta-motivational self-regulation on their strategic competence, academic achievement, and anxiety in foreign language classrooms. Sixty seven at-risk EFL students in Abu Dhabi University, the United Arab Emirates,  took part in this study. They were randomly assigned to an experimental group or a control group condition. Their strategic competence was assessed via an inventory developed and validated by the researcher, whereas their cumulative grade point averages (CGPAs) were used for assessing their academic achievement. A foreign language classroom anxiety scale was also developed to tap on their anxiety levels in EFL instructional settings. Results of the study indicated that the experimental group students who received the suggested instructional intervention outperformed their control peers in strategic competence and academic achievement. As well, their anxiety levels were lower than those of their control group peers. Details of the instructional intervention, assessment instruments, and the results of the study are discussed along with recommendations for language instruction and suggestions for further research.