the effect of self-regulatory strategies of time management and effort regulation on learning english as a foreign language

self-regulatory resource management strategies comprise a featuredcharacteristic of successful language learners. the present study investigated theeffect of two of these strategies including time management and effortregulation on learning english. the participants included two classes of secondgrade middle school students (n=64) who were selected from a school in robatkarim based on convenient sampling and divided into control and experimentalgroups randomly. the study lasted for three months. motivated strategies forlearning questionnaire (pintrich, 1991) as well as two language tests were usedto measure learners’ resource management skills and language achievement,respectively. data analysis showed no significant difference between controland experimental groups in their language post test scores, which shows thattime management and effort regulation strategies had no significant effect onlearners’ language learning in the experimental group. the potential role ofsome factors in language learning and academic achievement should be takeninto account when interpreting the findings of the present study. these factorsinclude schooling condition, english textbook content area, time of the study,the length of the study, socioeconomic status and identity of the learners, andcultural components of self-regulation.