investigating the effect of exploratory and meaningful learning practices on iranian high school students’ self-regulation and perceive teaching approach efficacy

This study investigates the effect of exploratory learning practice from brunner’s perspective and meaningful verbal learning from azobel’s perspective on iranian high school students’ self-regulation and perceive teaching approach efficacy. sixty 10th-grade male students from three separate classes in sowme’eh sara’s public high schools participated in this study. participants were divided into three groups i.e. exploratory practice group (n = 20), meaningful practice group (n = 20), and control group (n = 20). in this study, two instruments were used to collect data, including self-regulation and perceive teaching approach efficacy questionnaires. students’ self-regulation and perceived teaching approach efficacy were measured before and after the instructional phase of the study. the researchers statistically analyzed the obtained data through spss software. the results revealed that both approaches had constructive and increasing effects on students’ self-regulation and perceive teaching approach efficacy, but the meaningful verbal learning approach outperformed in this study. the findings of this study have some educational implications for english language program designers and policymakers, efl teachers, and efl learners.