Educational level, gender and Foreign Language Learning Self-regulation difficulty

Abstract

The present study attempted to answer the following question: do men and women from various educational levels differ in foreign language learning self-regulation difficulty? Three hundred and eighty persons completed Foreign Language Learning Self-regulation Difficulty Inventory. Significant main effects of gender and educational level were found on difficulty in planning, organizing and implementing learning. Moreover, the main effect of gender proved to be significant on: general Inventory result, difficulty in motivational and emotional control and reflecting and making changes. It was concluded that teachers should foster planning, motivational control and reflection skills, especially in male upper secondary school students.