INDIVIDUAL DIFFERENCES IN HOW LANGUAGE LEARNERS PURSUE GOALS

Abstract In two studies, we examined functional dimensions of L2 learners’ self-regulation toward their motivational goals: assessment and locomotion. The constitutes the aspect concerned with critically evaluating relative quality states goals means to achieve them. locomotion mode uninterrupted movement from state goals. We developed scales measure self-regulatory modes. also how regulatory modes were associated emotional experiences, motivation, language proficiency. Psychometric work attested reliability validity scales. Moreover, regression analyses revealed that each has distinct emotional, motivational, linguistic emphases. Finally, cluster suggested both should together for optimal learning outcomes.