the role of self-regulatory approach in iranian learners' lexical segmentation: the case of authentic materials

The present research investigated the effect of self-regulatory approach (with two components of self-checking and self-efficacy) on pre-intermediate iranian learners' lexical segmentation in listening comprehension via authentic listening comprehension texts. to achieve this purpose, the investigators administered an oxford placement test (2007) to ninety-eight students of two girls’ private junior high schools in abadan. the participants were in grade seven at pre-intermediate level. ninety-two students were selected out of ninety-eight and after homogenizing the participants linguistically, they were divided into four groups. twenty-three students of every 4 classes whose scores were nearly the same were considered as one group. there were one control group and three experimental groups. a teacher-made pretest which was piloted by the researchers was administered to all groups. then, the experimental groups were instructed under an eight-sessions treatment which was self-regulated teaching via authentic and non-authentic texts. finally, the participants took a posttest similar to the pretest on lexical segmentation in listening comprehension. both pretest and posttest reliability were calculated with cronbach alpha. statistical analyses were done through one-way anova. the result of the study indicated that self-regulated approach teaching through authentic materials can improve learners’ lexical segmentation of listening comprehension.