University of Sistan and Baluchestan Iranian Journal of Applied Language Studies 2008-5494 2 1 2012 12 26 Validation of Motivational Self-regulatory Strategies Questionnaire and Examination of Its Relation to L2 Reading, L2 Writing and Use of Language Learning Strategies 31 62 60 10.22111/ijals.2012.60 EN Behzad Ghonsooly Ferdowsi University of Mashhad, Iran Majid Elahi Shirvan Ferdowsi University of Mashhad, Iran Journal Article 2012 12 26 The effect of motivational self-regulatory strategies on L2 learners’ achievement has scarcely been examined within the context of our country, Iran. This study is concerned with examining the relationship between motivational self-regulatory strategies and their L2 reading and L2 writing achievement. It also explores the relationship of motivational self-regulatory strategies and use of language learning strategies among EFL learners. The results of the study indicate that 1. There is a significantly positive relationship of EFL learners’ motivational self-regulatory strategies and both their L2reading and L2 writing achievement; 2. There is a significant and positive relationship between motivational self-regulatory strategies and use of language learning strategies among EFL learners. The results of the interviews are also clearly in line with those of the questionnaires. The findings of these study postulate that EFL teachers should enrich their learners’ motivational self-regulatory to help them sustain their efforts and motivation while performing L2 reading and writing tasks.  https://ijals.usb.ac.ir/article_60_8435beef67284c3e9b20ca5fbd34a9d5.pdf