Investigating EFL Students Use of Self- Regulated Learning Strategies and their Effects on their Academic Achievement: the Case of Third Year Students at M'sila University
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Date
2018-06
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Abstract
Abstract
One aspect of helping English Learners achieve academic success is to guide them into
becoming more aware of their own learning needs, an important and necessary step on the
path to becoming an advocate for one’s own learning process. A method of helping students
take that step is the teaching of strategies that lend themselves to self-regulation, a process of
trial, error, and much reflection on one’s own thinking and learning needs.
The primary purpose of this action research project was to see to what extent third grade
English Learners would be able to demonstrate their thinking about their own learning
process? And to investigate whether the self-regulated learning strategies are commonly used
among students or not? This study aims also to highlight the self-regulated learning strategies
that are used by the students to facilitate and ameliorate their learning. We try to identify
some effective strategies which can improve academic self-regulation, such as goal setting,
self-evaluation, planning, self-monitoring. A questionnaire was conducted to third year
university students for one subject matter _English Language_ the participants were 60 third
year students at the faculty of literature and foreign languages, the results confirmed that the
metacognitive and cognitive strategies can efficiently improve the ability of self-regulation,
also that these strategies had positive effects on their academic achievement. The purpose of
this research is to develop a framework summarizing the best learning strategies, in this
research we give a general overview on self-regulated learning and its definition, then we
mention the theoretical roots of self-regulated learning , next we discuss the components of
self-regulated learning, the characteristics of self-regulated learners, and the importance of
self-regulated learning. Finally, we give a review of the types of self-regulated learning
strategies and the relationship between self-regulated learning and academic achievement.
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Keywords
Key words: self-regulated learning, self-regulated learning strategies, academic achievement.