ABSTRACT This study aims to investigate the relationship between attribution theory, meta-cognitive self-regulation, motivation, and Specking performance of Iranian EFL learners. To this end, 200 intermediate EFL students, studying English at private institutes in Hamedan and Khoozestan provinces will be selected based on the convenience sample procedure. To implement this study, three validated questionnaires including: Causal Dimension Scale II (CDS II), developed by McAuley, Duncan, and Russell (1992), Motivated Strategies for Learning Questionnaire (MSLQ), developed by Pinitrich, Smith, Garcia and McKeachie (1991), and Attitude/Motivation Test Battery (TMTB) developed by Gardner (1985) will be utilized to measure participants’ causal attributions of success and failure, metacognitive self-regulation, and motivation, respectively. The interview section of IELTS Exam will also be used to measure speaking ability of learners in the four areas of fluency and coherence lexical resources, grammatical range and accuracy, and pronunciation. The findings of this study are hoped to suggest a number of implications for EFL teachers and learners, syllabus designers, and parents.
