The ultimate objective of any educational endeavor is to train learners who assume responsibility and accountability in acquiring the required knowledge and expertise. This is known as self-regulatory learning and is believed to fluctuate in line with external factors. In the present study, it was presumed that setting acts as an umbrella rudiment which subsumes other cognitive factors conducive to learning. This study, hence, investigated the significant differences between EFL learners' self-regulatory skills in two different contexts, as well as the confounding effects of self-regulation on language achievement. To do so, two samples were utilized; the first sample comprised 155 students studying in the language institutes of Mashhad, and the second one, 53 English learners at a university in this city. For measuring self-regulatory skills, Self-Regulation Trait (SRT) questionnaire designed by Herl et al (1999) was employed. It contained four subscales (planning, monitoring, self-efficacy, and effort). For obtaining students' language achievement, they were asked to write their GPA. Convenience sampling was used to collect data and all the participants kindly accepted to participate in the current study. The results indicated that among the subscales, self-efficacy and effort obtained the highest mean while planning obtained the lowest mean. Furthermore, there were positive associations between learners' language achievement and self-regulation, with planning and self-efficacy having the highest correlations. However, the result of the t-test for finding a difference between university and institutes students revealed no significant differences between them regarding the self-regulation and its comprising factors.

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