The Relationship between Self-regulated Learning Strategies and English Language Abilities and Knowledge of Undergraduate Students

Article Sidebar

PDF
Published: Jan 31, 2024
Keywords:
self-regulated learning strategies English language abilities and knowledge undergraduate students

Main Article Content

Charinee Chansri
Department of Languages, Faculty of Liberal Arts, King Mongkut’s Institute of Technology Ladkrabang
Akadet Kedcham
Educational Research and Evaluation Programme, Faculty of Education, Bansomdejchaopraya Rajabhat University
Montha Polrak
Department of Languages, Faculty of Liberal Arts, King Mongkut’s Institute of Technology Ladkrabang

Abstract

This paper aimed to explore the impact of self-regulated learning strategies on English language abilities and knowledge of 421 final-year undergraduate students at a public university in Thailand. The instruments used in the present study were 1) the 65-item Questionnaire of English Self-Regulated Learning Strategies (QESRLS), and the English Exit Exam (EEE) comprising 80 multiple-choice items, namely, 20 items for the grammar part, 20 items for the reading part, 20 items for the writing part, and 20 items for the language function (speaking) part. Descriptive statistics of frequency, percentage, mean, and standard deviation as well as inferential statistics of Pearson Correlation Coefficient and Multiple Indicators Multiple Causes (MIMIC) Model were utilized to analyze the data gained. The findings reveal the correlation between the participants’ use of self-regulated learning strategies and the overall English language abilities and knowledge as well as the four aspects of them: grammar, reading, writing, and language function (speaking). Besides, the interpretation guessing strategies, the self-evaluation strategies, and the persistence strategies when faced with challenges were positively associated with the English language abilities and knowledge. The findings shed some light on the integration of self-regulated learning strategies into English language courses or curricula.

Article Details

How to Cite
Chansri, C. ., Kedcham, A. ., & Polrak, M. . (2024). The Relationship between Self-regulated Learning Strategies and English Language Abilities and Knowledge of Undergraduate Students. LEARN Journal: Language Education and Acquisition Research Network, 17(1), 286–307. Retrieved from https://so04.tci-thaijo.org/index.php/LEARN/article/view/270386
Issue
Vol. 17 No. 1 (2024): LEARN Journal (January-June)
Section
Research Articles
Author Biographies

Charinee Chansri, Department of Languages, Faculty of Liberal Arts, King Mongkut’s Institute of Technology Ladkrabang

A lecturer at Department of Languages, Faculty of Liberal Arts, King Mongkut’s Institute of Technology Ladkrabang, Thailand. Her profession interests include Content and Language Integrated Learning (CLIL), teaching English as a second/foreign language, and reading and writing.

Akadet Kedcham, Educational Research and Evaluation Programme, Faculty of Education, Bansomdejchaopraya Rajabhat University

A lecturer at Educational Research and Evaluation Programme, Faculty of Education, Bansomdejchaopraya Rajabhat University. His research interests include educational research, positive psychology, structural equation modeling, and psychometrics.

Montha Polrak, Department of Languages, Faculty of Liberal Arts, King Mongkut’s Institute of Technology Ladkrabang

A lecturer at Department of Languages, Faculty of Liberal Arts, King Mongkut’s Institute of Technology Ladkrabang, Thailand. Her area of research expertise includes teaching English as a second/foreign language, oral communication, and teaching supervision.

References

Abbasian, G., & Hartoonian, A. (2014). Using self-regulated learning strategies in enhancing language. English Language Teaching, 7(6), 160-167. http://dx.doi.org/10.5539/elt.v7n6p160

Abdullah, A., & Ali, O. (2017). The relation between English learning students' levels of self-regulation and metacognitive skills and their English academic achievements. Journal of Education and Practice, 8(9), 115-125.

Ahmed, R. (2015, June 18). Five essential listening skills for English learners. Retrieved July 25, 2023, from https://www.britishcouncil.org/voices-magazine/five-essential- listening-skills-english-learners

Apridayani, A., & Teo, A. (2021). The interplay among SRL strategies, English self-efficacy, and English proficiency of Thai university students. Studies in English Language and Education, 8(3), 1123-1143. https://doi.org/10.24815/siele.v8i3.20213

Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall.

Broadbent, J., & Poon, W. L. (2015). Self-regulated learning strategies & academic achievement in online higher education learning environments: A systematic review. Internet High. Educ, 27, 1–13. https://doi: 10.1016/j.iheduc.2015.04.007

Council of Europe. (2020). Common European Framework of Reference for Languages: Learning, teaching, assessment – Companion volume [eBook edition]. Council of Europe Publishing, Strasbourg. www.coe.int/lang-cefr

Deng, X., Wang, C., & Xu, J. (2022). Self-regulated learning strategies of Macau English as a foreign language learners: Validity of responses and academic achievements. Frontiers in Psychology, October. https://doi.org/10.3389/fpsyg.20

Dörnyei, Z., & Ryan, S. (2015). The psychology of the language learner revisited. Routledge. https://doi.org/10.4324/9781315779553

Ekhlas, N. N., & Shangarffam, N. (2013). The relationship between determinant factors of self-regulation strategies and main language skills and overall proficiency. Procedia - Social and Behavioral Sciences, 70, 137 – 147. https://doi: 10.1016/j.sbspro.2013.01.049

Goulão, M. F., & Menedez, R. C. (2015). Learner autonomy and self- regulation in eLearning. Procedia - Social and Behavioral Sciences, 174, 1900-1907.

Kaivanpanah, S., and Alavi, M. (2008). Deriving unknown word meaning form context: Is it reliable? RELC Journal, 39(1), 77-95. http://dx.doi.org/10.1177/0033688208091141

Karabenick, S. A., & Berger, J. L. (2013). Help seeking as a self-regulated

learning . In H. Bembenutty, T. J. Clearly & A. Kitsantas. Editor (Eds.), Applications of self-regulated learning across diverse disciplines: A tribute to Barry J. Zimmerman (pp. 237-261). IAP.

Khampirat, B. (2021). Validation of motivated strategies for learning questionnaire: Comparison of three competing models. International Journal of Instruction, 14(2), 609-626. https://doi.org/10.29333/iji.2021.14234a

Kim, T. Y., & Kim, Y. K. (2017). The impact of resilience on L2 learners’ motivated behaviour and proficiency in L2 learning. Educational Studies, 43(1), 1–15.

Mahjoob, E. (2015), Self-regulation and speaking proficiency in Iranian EFL learners. International Journal of Linguistics and Literature, 1(6), 182-188, from http://creativecommons.org/licenses/by-nc/4.0

Office of the Higher Education Commission. (2016). Announcement of Policies on Enhancing English Language Standard in Higher Educational Institutes. Office of the Higher Education Commission. http://www.dqe.mhesi.go.th/front_home/

Data%20Bhes_2559/04052559.pdf

Oxford, R. L. (1990). Language learning strategies: What every teacher should know. Heinle & Heinle.

Oxford, R. L. (2011). Teaching and researching language learning strategies. Longman.

Pintrich, P. R. (1999). The role of motivation in promoting and sustaining self-regulated Learning. International Journal of Educational Research, 31, 459-470.

Schraw, G., & Dennison, R. S. (1994). Assessing metacognitive awareness. Contemp. Educ. Psychol, 19, 460–475. https://doi: 10.1006/ceps.1994.1033

Seker, M. (2016). The use of self-regulation strategies by foreign language learners and its role in language achievement. Language Teaching Research, 20(5), 600-618. https://doi.org/10.1177/

Siregar, S. D. (2019). Contextual Guessing Technique in Reading. English Journal for Teaching and Learning, 7(1), 29-44. https://doi:10.24952/ee.v7i01.1650

Soruç, A., Paulak, M., Yuksel, D., and Horzum, B. (2022). Investigating the impact of linguistic and non-linguistic factors on EMI academic success. System, 107(102794). https://doi.org/10.1016/j.system.2022.102794

Suhandoko, A. D. J & Hsu, C. (2020). Applying self-regulated learning intervention to enhance students’ learning: A quasi-experimental approach. International Journal of Instruction, 13(3), 649-664. https://doi.org/10.29333/iji.2020.13344a

Sun, T., & Wang, C. (2020). College learners’ writing self-efficacy and writing self-regulated learning strategies in learning English as a foreign language. System, 90(102221). https://doi: 10.1016/j.system.2020.102221

Tran, T. Q., & Phan Tran, T. N. (2021). Vietnamese EFL high School students’ use of self-regulated language learning strategies for project-based learning. International Journal of Instruction, 14(1), 459- 474. https://doi.org/10.29333/iji.2021.14127a

Usher, E. L., & Schunk, D. H. (2018). Social cognitive theoretical perspective of self-regulation. In D. H. Schunk & J. A. Greene. Editor (Eds.), Handbook of self-regulation of learning and performance (pp. 19–35). Routledge/Taylor & Francis Group.

https://doi.org/10.4324/9781315697048-2

Wang, C., & Bai, B. (2017). Validating the instruments to measure ESL/EFL learners’ self-efficacy beliefs and self-regulated learning strategies. Tesol Quaterly, 51(4), 931-947. https://doi.org/10.1002/tesq.355

Warr, P., & Downing, J. (2000). Learning strategies, learning anxiety and knowledge acquisition. Br. J. Psychol, 91, 311–333. https://doi: 10.1348/000712600161853

Zimmerman, B. J. (1990). Self-regulated learning and academic achievement: An overview. Educational Psychologist, 25(1), 3-17.

https://doi:10.1207/s15326985ep2501_2

Zimmerman, B. J. (2001). Theories of self-regulated learning and academic achievement. In B. J. Zimmerman, & D. Schunk. Editor (Eds.), Self- regulated learning and academic achievement: Theory, research, and practice (pp. 1-25). Springer-Verlag.

Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into Practice 41, 64–70. https://doi: 10.1207/s15430421tip4102_2

Zimmerman, B. J., & Schunk, D. H. (2011). Self-regulated learning and performance: An introduction and an overview. In B. J. Zimmerman & D. H. Schunk. Editor (Eds.), Handbook of self- regulation of learning and performance (pp. 1–12). Routledge/Taylor & Francis Group.