The Role of Self-Regulated Learning Capacities in Iranian EFL Undergraduates’ Argumentative Writing Task Performance
Abstract
The current study was an attempt to explore the relationship between Iranian EFL learners’ self-regulatory capacities and their argumentative writing task performance in order to analyze measures of complexity, accuracy, and fluency (CAF). To this end, 44 Iranian EFL undergraduates majoring in English literature at the University of Tehran were recruited based on convenience sampling to participate in this study. Employing a correlational...
Paper Details
Title
The Role of Self-Regulated Learning Capacities in Iranian EFL Undergraduates’ Argumentative Writing Task Performance
Published Date
Sep 1, 2017
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