چكيده
The aim of this study was to examine how the use of motivational regulation strategies impacts the vocabulary, self-regulation, and autonomy of Iranian EFL learners in online and blended classrooms. The study involved a total of 400 adult male and female EFL learners as the population. From this population, 120 intermediate learners took the Oxford placement test, and 75 students were chosen to participate in the study. Before the treatment began, self-regulation and autonomy questionnaires were administered one week in advance. After choosing participants, based on OPT, they were randomly divided into three different groups, first experimental group attended online classroom and second experimental group attended blended classroom both receiving treatment by motivational regulation strategies, and the last one attended the traditional group which acts as a control group. The main treatment of groups lasted for 8 sessions. The findings of this study shed light on the effect of motivational regulation strategies in the context of EFL learning, emphasizing their positive effects on vocabulary development, autonomy, and self-regulation. These insights can guide educators and teachers in enhancing their teaching approaches and improving the language learning experience for students in various classroom settings.
Key words: Autonomy, Blended learning, Motivational regulation strategy, Online learning, Self-regulated learning
