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Journal articles on the topic 'Self-regulated language learning (SRLL)'

Author: Grafiati

Published: 5 June 2025

Last updated: 2 August 2025

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1

Wang, Xing, and Zuwati Hasim. "A Bibliometric Analysis on Trends and Patterns in Self-Regulated Language Learning in Mobile-Assisted Learning Environments." International Journal of Computer-Assisted Language Learning and Teaching 14, no. 1 (2024): 1–18. http://dx.doi.org/10.4018/ijcallt.345401.

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This study analysed 498 articles published between 2005 and 2023 on Self-regulated Language Learning (SRLL) indexed in the core collection of the Web of Science database, using a bibliometric methodology based on scientific mapping, co-occurrence and burstness analysis. Results show China is the most influential contributor to SRLL research, with the largest number of total publications and citations. According to the keyword co-occurrence and burstness analysis, mobile-learning, higher education, learning context, learner strategies stand out in this field. It is also shown that listening as

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Yen, Thi Hai Pham, Thi Phuong Nguyen Nhung, and Thi Hoang Thu. "The Effect of Using Project-based Learning on Improving Self-Regulated Language Learning among English-majored Students at Ba Ria - Vung Tau University, Viet Nam." International Journal of Current Science Research and Review 06, no. 04 (2023): 2632–37. https://doi.org/10.5281/zenodo.7862612.

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<strong>ABSTRACTS: </strong>Project-based learning (PBL) is one of the powerful instructional approaches for students in the classroom (Bender, 2012). PBL is an exciting, innovative instructional approach to motivate students in problem-solving (Baran, 2010). It may be defined as a real world project, based on motivating and engaging tasks, problems, questions to teach students academic content in the context of working cooperatively to solve the problem (Bell, 2010). These authors implied that if teachers utilize PBL, they change their traditional roles into the new mode of teaching. Accordin

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Tuilan, Jeane. "Self-Regulated Learning In Blended Learning Environment." Script Journal: Journal of Linguistics and English Teaching 8, no. 2 (2023): 154–62. http://dx.doi.org/10.24903/sj.v8i2.1381.

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Background:  As technology advances and online learning becomes increasingly prevalent, consideration of students' metacognitive skills grows in importance. This study aims to provide insight into the influence of Self-Regulated Learning (SRL) on the academic outcomes of English students while examining the dominant component within SRL and assessing whether there is a relationship between the use of SRL and gender. Methodology:  The research involved 123 students from the English Department of Universitas Negeri Manado (Unima), located in North Sulawesi, Indonesia. An adjust

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Alvandi, Mohammad, Laleh Fakhraee Faruji, and Masoomeh Salehi. "Relationship among EFL Learners’ Self-Regulated Learning Strategy Use, Speaking Anxiety and Speaking Strategy Use." International Journal of Instruction 18, no. 1 (2025): 379–96. https://doi.org/10.29333/iji.2025.18121a.

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The present study aimed to investigate the relationship between EFL learners’ use of self-regulated learning strategies (SRLS) with their speaking anxiety and speaking strategy use. To do so, the 70 Iranian male and female EFL learners were selected based on convenience sampling procedure from National Language Institute in Tehran. Three measurement instruments including self-regulated strategy use, Self-Regulated Foreign Language Learning Strategy Questionnaire (SRFLLSQ) questionnaire; Foreign Language Speaking Anxiety Scale (FLSAS), and Questionnaire of Speaking Strategy Use by EFL Learners

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Mahmoodi, Mohammad Hadi, Behrooz Kalantari, and Rozhin Ghaslani. "Self-Regulated Learning (SRL), Motivation and Language Achievement of Iranian EFL Learners." Procedia - Social and Behavioral Sciences 98 (May 2014): 1062–68. http://dx.doi.org/10.1016/j.sbspro.2014.03.517.

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Imani, Cahyaning, Ive Emaliana, and Sumyarto Sumyarto. "SRL In Elementary School Students’ English Language Learning: A Case Study." IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature 9, no. 2 (2021): 310–18. http://dx.doi.org/10.24256/ideas.v9i2.2289.

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Elementary education is one of the levels of education in which students’ abilities, including attitudes, knowledge, and skill are developed through a series of learning activities undertaken. Self-regulated learning (SRL) in learning activities in elementary school is one of the factors that influences students’ academic progress and it is associated with metacognitive and cognitive skills. The study was conducted in grade 4 of a public elementary school in the rural area of Tuban, East Java, from March to June 2021. The adoption of SRL is one of the factors that may encourage students to par

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Toor, Muhammad Javaid, Muhammad Sarwar, and Muhammad Arif Mirza. "Effect of Self-Regulated Learning (SRL) on Academic Achievement of Students in the Subject of Chinese Language." Journal of Education and Social Studies 5, no. 3 (2024): 91–99. http://dx.doi.org/10.52223/jess.2024.5311.

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The study was primarily focused on investigating the effect of self-regulated learning (SRL) on the academic achievement of Chinese language learners among non-native learners. It was a true experimental research methodology based on pre-test and post-test research design. It was conducted at the University of Central Punjab (UCP) Lahore by selecting 70 students. After conducting the pre-test it was randomly allocated into dual groupings. One is the experimental while the other is the control group. After 16 weeks of treatment, a post-test was conducted. The results showed that the higher the

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Apridayani, Aisah, and Adisa Teo. "The interplay among SRL strategies, English self-efficacy, and English proficiency of Thai university students." Studies in English Language and Education 8, no. 3 (2021): 1123–43. http://dx.doi.org/10.24815/siele.v8i3.20213.

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This study examined the interplay among self-regulated learning (SRL) strategies, English self-efficacy, and English proficiency of EFL students at the university level in Thailand. The data collection instruments comprised the Self-Regulated Learning Strategies Questionnaire (SRLSQ), English Self-Efficacy Questionnaire (ESEQ), and a standardized English proficiency test. It involved 215 first-year non-English major students through purposive and random sampling methods. The collected data were examined by using descriptive statistics, Pearson’s correlation, and multiple-linear regression anal

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Yaşar, Muhammed Özgür. "Empowering Pre-Service English Language Teachers: The Impact of Scenario-Based SRL Training on Self-Regulated Learning and Teaching Self-Efficacy." Journal of Language Research 9, no. 1 (2025): 154–79. https://doi.org/10.51726/jlr.1663142.

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This study examines the impact of scenario-based self-regulated learning (SRL) training on the SRL and teaching self-efficacy of pre-service English language teachers. Utilizing a quasi-experimental design, 48 participants were divided into experimental and control groups, with the experimental group receiving SRL-focused interventions through scenario-based exercises, peer collaboration, and reflective practices. Findings revealed significant post-intervention improvements in SRL and self-efficacy, particularly in instructional strategies, classroom management, and student engagement. Large e

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Shen, Bin, and Barry Bai. "Enhancing Chinese university students' writing performance and self-regulated learning (SRL) writing strategy use through a strategy-based intervention." System 122 (June 2024): 103249. http://dx.doi.org/10.1016/j.system.2024.103249.

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Lee, Eun-Hee, and Mae-Ran Park. "Exploring the relationship between undergraduate students’ self-rgulated learning (SRL) abilities and the perception and purpose of use for ChatGPT in English language learning." English Teachers Association in Korea 29, no. 4 (2023): 71–99. http://dx.doi.org/10.35828/etak.2023.29.4.71.

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The aim of this study is to investigate the self-regulated learning (SRL) abilities and attitudes of learners towards ChatGPT, exploring potential connections between various aspects of SRL (metacognitive, cognitive, behavioral, and motivational) and the use of ChatGPT. To achieve this, we conducted a questionnaire survey with 111 undergraduate students, and the data was analyzed using SPSS Version 27. The key findings from the study are as follows: Participants generally demonstrated moderately developed SRL abilities shown as 3.02. ChatGPT was found to be beneficial, particularly for tasks s

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Hinduja, Preeta, and Martin Thomas. "The Effects of Assessment as Learning (AaL) on ESL students’ Academic Performance and Motivation in the light of self-Regulated Learning (SRL) Theor." FWU Journal of Social Sciences 14, no. 4 (2020): 26–42. http://dx.doi.org/10.51709/fw12723.

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This study intended to investigate the effects of Assessment as Learning (AaL) strategy on satisfaction of academic performance and motivational beliefs of ESL (English as Secondary Language) students of Public sector school. Using the quasi-experimental pre-post-test control group design, and assessment strategy recommended by Lee and Mak (2014), this study examined the effects of Assessment as Learning (AaL) on students’ studying ESL writing skills in Argumentative Essay. Through the convenience sampling technique, 60 ninth standard students were selected to participate in the study. Student

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Apridayani, Aisah. "Exploring Thai EFL Students’ Self-Regulated Learning (SRL) Strategies and English Proficiency." Mextesol Journal 46, no. 1 (2022): 1–10. http://dx.doi.org/10.61871/mj.v46n1-17.

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This study reported on the use of self-regulated learning (SRL) strategies of Thailand EFL students, in relationship with students’ English proficiency in CEFR levels. It involved 152 second-year undergraduate non-English major students (19.7% male, 78.3% female) at a university in Thailand. First, the students took an English proficiency test assessing listening, reading, writing, and speaking skills framed by the Common European Framework of Reference (CEFR) for Languages; then, they completed a set of surveys focusing on the use of SRL strategies in English learning. The collected data was

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Zahidi, Azizah Mohd, and Sy Ing Ong. "Self-Efficacy Beliefs and Self-Regulated Learning Strategies in Learning English as a Second Language." Theory and Practice in Language Studies 13, no. 6 (2023): 1483–93. http://dx.doi.org/10.17507/tpls.1306.17.

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These case studies provide a description of five undergraduates’ self-efficacy beliefs and use of self-regulated learning strategies related to learning English as a second language. A qualitative research design with a purposive sampling method was used. Semi-structured interviews were conducted to investigate the context of learning English language and to explore the undergraduates’ self-reported self-efficacy beliefs and self-regulated learning (SRL) strategies. Classroom observations and document analysis were also used for data collection. The findings showed a relationship between self-

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Tseng, Wen-Ta, Heidi Liu, and John-Michael L. Nix. "Self-Regulation in Language Learning." Perceptual and Motor Skills 124, no. 2 (2017): 531–48. http://dx.doi.org/10.1177/0031512516684293.

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Self-regulated learning has been a widely researched subject for decades in educational psychology. Different instruments have been developed to understand learners’ self-regulated learning in a specific subject domain. This study developed a measurement scale to assess English-as-a-foreign-language learners’ self-regulatory capacity in English language learning and further examined the effects of gender on English-as-a-foreign-language learners’ self-regulatory capacity. A series of psychometric analyses including exploratory factor analysis, confirmatory factor analysis, and full structural

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Viberg, Olga, Barbara Wasson, and Agnes Kukulska-Hulme. "Mobile-assisted language learning through learning analytics for self-regulated learning (MALLAS): A conceptual framework." Australasian Journal of Educational Technology 36, no. 6 (2020): 34–52. http://dx.doi.org/10.14742/ajet.6494.

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Many adult second and foreign language learners have insufficient opportunities to engage in language learning. However, their successful acquisition of a target language is critical for various reasons, including their fast integration in a host country and their smooth adaptation to new work or educational settings. This suggests that they need additional support to succeed in their second language acquisition. We argue that such support would benefit from recent advances in the fields of mobile-assisted language learning, self-regulated language learning, and learning analytics. In particul

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Ardasheva, Yuliya, Zhe Wang, Olusola O. Adesope, and Jeffrey C. Valentine. "Exploring Effectiveness and Moderators of Language Learning Strategy Instruction on Second Language and Self-Regulated Learning Outcomes." Review of Educational Research 87, no. 3 (2017): 544–82. http://dx.doi.org/10.3102/0034654316689135.

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This meta-analysis synthesized recent research on strategy instruction (SI) effectiveness to estimate SI effects and their moderators for two domains: second/foreign language and self-regulated learning. A total of 37 studies (47 independent samples) for language domain and 16 studies (17 independent samples) for self-regulated learning domain contributed effect sizes for this meta-analysis. Findings indicate that the overall effects of SI were large, 0.78 and 0.87, for language and self-regulated learning, respectively. A number of context (e.g., educational level, script differences), treatm

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Laily Nurjanah, Ratih, Januarius Mujiyanto, Hendi Pratama, and Dwi Rukmini. "Students’ perceptions on learning independence: how self-regulated learning strategy helps?" Language Value 15, no. 2 (2022): 29–53. http://dx.doi.org/10.6035/languagev.6930.

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This study aims to determine the effects of a self-regulated learning strategy on students’ independence in Literal Reading education. Literal Reading is an educational course working on literal comprehension and assigned to 2nd semester students. This experiment was carried out using a self-regulated learning strategy with the phases; (1) Forethought and Planning phase, (2) Performance Monitoring phase, and (3) Self-Reflection phase. 120 students were selected as participants, with a case study and experimental diary conducted to observe the implementation of the utilized strategy. A question

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Liu, Chun-yan, Yan Jiao, and Wen-ting Qiu. "The Roles of Language Aptitude and Online Self-regulated Learning in Foreign Language Achievements." Language Teaching Research Quarterly 31 (November 2022): 83–100. http://dx.doi.org/10.32038/ltrq.2022.31.07.

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Despite extensive use of online language learning during the pandemic of COVID, there is insufficient research on what factors influence students’ foreign language achievements in online learning conditions. This article investigated the roles of language aptitude and online self-regulated learning in foreign language achievement in mainland China. 76 freshmen from two classes at a university in Jiangxi participated in this study. They were required to complete an aptitude test of MLAT and a questionnaire on online self-regulated learning. The results showed that: (1) The students’ language ap

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Nggawu, La Ode, Hartati Muchtar, and Khaerudin Khaerudin. "Implementation of Self-Regulated Learning Model In Learning English Writing." International Journal of Multi Discipline Science (IJ-MDS) 1, no. 1 (2018): 70. http://dx.doi.org/10.26737/ij-mds.v1i1.422.

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<em><span>This Academic article discusses the implementation of self-regulated learning model in English Writing learning, especially on enriching writing skill. The discussion of this article uses many points of views of self-regulated model learners, such as Albert Bandura, Barry Zimmerman, Anananita Bramuci, Popa Daniela, and Ernesto Panadero. According to the authors' interpretation, the discussion shows several results. (1) English writing skills require serious effort and practice in formulating, developing and analyzing ideas, especially for second /foreign language learners

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Nakata, Yoshiyuki. "Toward a Framework for Self-Regulated Language-Learning." TESL Canada Journal 27, no. 2 (2010): 1. http://dx.doi.org/10.18806/tesl.v27i2.1047.

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English is a compulsory subject in many secondary EFL classrooms; thus the questions that arise for teachers are how to motivate learners in general and how to help them come to appreciate the value of English learning activities in particular. This article is based on the premise that learners benefit not only from becoming intrinsically motivated in what they do, but also when they feel responsible for, and autonomous in, their own learning. These processes involve the notion of self-regulated learning. The purpose of this article is to explore how intrinsic motivation and self-regulated lea

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Andrade, Maureen S., and Ellen L. Bunker. "A model for self‐regulated distance language learning." Distance Education 30, no. 1 (2009): 47–61. http://dx.doi.org/10.1080/01587910902845956.

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Zhang, Ruofei, Gary Cheng, and Xieling Chen. "Game-based self-regulated language learning: Theoretical analysis and bibliometrics." PLOS ONE 15, no. 12 (2020): e0243827. http://dx.doi.org/10.1371/journal.pone.0243827.

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Game-based learning and self-regulated learning have long been valued as effective approaches to language education. However, little research has been conducted to investigate their integration, namely, game-based self-regulated language learning (GBSRLL). This study aims to conceptualise GBSRLL based on the combination of theoretical analysis, thematic evolution analysis, and social network analysis on the research articles in the fields of game-based language learning and self-regulated language learning. The results show that GBSRLL is a new interdisciplinary field emerging since the period

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Prasetya, Rizky Eka. "The interplay between self-regulated learning behavioral factors and students’ performance in English language learning through Moodle." ELT Forum: Journal of English Language Teaching 12, no. 3 (2023): 145–56. http://dx.doi.org/10.15294/elt.v12i3.66613.

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The increasing popularity of online learning environments, such as Moodle LMS, has led to a growing interest in identifying factors contributing to student success in language learning. Self-regulated learning behaviors, such as goal setting, planning, and self-monitoring, have been identified as key predictors of academic achievement. However, limited research on how these behaviors relate to success in online language learning environments is limited. This study aimed to identify self-regulation learning factors and assess behaviors in English language teaching through Moodle LMS by analyzin

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AHMID, MOHAMMAD HAAFIZ. "SUSTAINING ARABIC LANGUAGE LEARNING STRATEGIES THROUGH EFFECTIVE TEACHING AND MOTIVATION." Quantum Journal of Social Sciences and Humanities 1, no. 4 (2020): 15–32. http://dx.doi.org/10.55197/qjssh.v1i4.17.

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Arabic language is a challenging subject yet worth to learn it. As for non-Arab students, it is difficult for them to learn Arabic language without support such as self-determination and effective instruction especially those who are not a native speaker. The study aimed to determine the way to sustain Arabic language learning among secondary school students through motivation and teaching effectiveness. A simple model consisted teaching effectiveness, motivational beliefs and self-regulated learning also shown to explained the result. This study uses quantitative design through survey method.

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Anggraen, Candradewi Wahyu, Januarius Mujiyanto, Katharina Rustipa, and Widhiyanto Widhiyanto. "Book Review: Self-Regulated Learning and Second Language Writing, Springer 2022." Studies in Self-Access Learning Journal 14, no. 4 (2023): 509–14. http://dx.doi.org/10.37237/140408.

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This article provides a review of a recent monograph, Self-Regulated Learning and Second Language Writing, by Lin Sophie Teng, published by Springer in 2022. The book investigates practical applications to self-regulated second-language writing. Self-regulated learning (SRL) provides several benefits. For instance, it fosters active and productive learning, enhances writing achievement, impacts writing performance, and supports learning outside the classroom. Phases of forethought, performance, and self-reflection are pivotal domains of SRL and essential for effective self-access learning and

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Baranovskaya, Tatiana. "Self-Regulation Skills: Several Ways of Helping Students Develop Self-Regulated Learning." Journal of Language and Education 1, no. 2 (2015): 56–64. http://dx.doi.org/10.17323/2411-7390-2015-1-2-56-64.

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Empirical research supports the long held assumption that self-control, self-esteem, and motivational orientations of adult language learners are important factors in their language learning behavior. However, precisely these variables influence the language learning process has yet to be investigated. The goal of this paper is to examine the role of how self-control, self-esteem and motivational orientations influence the English language learning process. Recent methodological advances and various theoretical frameworks that have guided the present research are considered in this paper. A sp

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Bourrouk, Khalid. "Conscientiousness and English Language Performance amidst the COVID-19 Pandemic: Mediation of Self-regulated Learning." REiLA : Journal of Research and Innovation in Language 3, no. 3 (2021): 181–93. http://dx.doi.org/10.31849/reila.v3i3.8288.

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Conscientiousness and self-regulated learning have been shown to directly impact students’ academic performance; however, whether or not such impact persists in the COVID-19 pandemic era requires further examination. Thus, this study aimed to investigate the association between conscientiousness, self-regulated learning and students' English language performance and examine the mediating effect of self-regulated learning in the relationship between conscientiousness and English language performance during the COVID-19 pandemic. By employing non-probability snowball sampling, 138 first and seco

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Musgamy, Awaliah, and Muhammad Rusydi. "Management of Arabic Language Learning Based on Self-Regulated Learning and Its Application at The Modern Islamic Boarding School." International Journal of Social Learning (IJSL) 4, no. 3 (2024): 356–68. http://dx.doi.org/10.47134/ijsl.v4i3.284.

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The background of the research shows that the strategy carried out by the modern Islamic boarding school in the implementation of Arabic language learning management based on self-regulated learning is a distinctive scientific phenomenon. This study examines the application of self-regulated learning-based Arabic language learning management. As a field research through qualitative research with a phenomenological paradigm, the research data was obtained through interviews, observations, documentation, and reference searches to be further processed and analyzed through reduction, exposure, and

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Rahmani, Eka Fajar. "Investigating Smartphone Empowerment for Self-Regulated Learning in English Language Acquisition: A Descriptive Study." Voices of English Language Education Society 8, no. 1 (2024): 32–42. http://dx.doi.org/10.29408/veles.v8i1.24811.

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This study investigates the perceptions of undergraduate English Language Education students on the utilization of smartphones for self-regulated learning and the acquisition of the English language. The study investigates the ways in which smartphones facilitate the learning of English language through self-directed techniques, using Zimmerman's model of self-regulation and the MALL framework as theoretical basis. An exploratory investigation including 110 students was conducted to analyze their experiences, perspectives, and practices in utilizing language learning applications. The findings

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bin Ahmid, Mohammad Haafiz. "Predicting Self-Regulated Learning Among Non-Arab Students in Learning Arabic Language: Contributions of Teaching Effectiveness." Albukhary Social Business Journal 1, no. 2 (2020): 140–43. http://dx.doi.org/10.55862/asbjv1i2a013.

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Self-regulated learning is a combination of the metacognitive, motivational, and behavioural aspects for student to achieve their learning goals. Previous studies have found that self-regulated learning can make students autonomous in their learning without relying on teachers. Without the ability to learn on their own can lead students to become passive in learning process because Arabic language is a challenging subject to them. Therefore, this study investigates teaching effectiveness in predicting self-regulated learning among non-Arab students. The quantitative approaches used and the dat

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Mizumoto, Atsushi. "Effects of self-regulated vocabulary learning process on self-efficacy." Innovation in Language Learning and Teaching 7, no. 3 (2013): 253–65. http://dx.doi.org/10.1080/17501229.2013.836206.

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Nikoopour, Jahanbakhsh, and Mohammad Shaker Khoshroudi. "EFL Learners’ Learning Styles and Self-regulated Learning: Do Gender and Proficiency Level Matter?" Journal of Language Teaching and Research 12, no. 4 (2021): 616–23. http://dx.doi.org/10.17507/jltr.1204.13.

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The present study attempted to investigate the interdependence of self-regulated learning and language learning styles among three levels of language learners. Their gender and language proficiency level were also taken into consideration to find out the interaction between these variables. To carry out the study, the subject was selected based on the multi-stage sampling procedure. From five universities, 200 EFL learners studying TEFL, Literature, and Translation were randomly selected. Based on their scores on the TOEFL test, the participants were divided into beginner, intermediate, and ad

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Vijayakumar, S., Akhter Habib Shah, Syed Farhat Jahara, and Tribhuwan Kumar. "The impact of teacher regulated versus self-regulated flipped learning." World Journal on Educational Technology: Current Issues 14, no. 6 (2022): 1857–72. http://dx.doi.org/10.18844/wjet.v14i6.8359.

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The purpose of this research paper is intended to look into how teacher-mediated flipped learning and student-regulated learning affect presentation skills. A total of 68 English as Specific Language (ESL) students were chosen for the intervention trial. In Group-A, 34 students were exposed to teacher-mediated flipped learning, whereas Group-B students were exposed to student-regulated flipped learning. Before the intervention, the samples were homogeneous. To determine the impact, the researchers used Levene’s Test of Variance. The results of this study clearly illustrate that both teacher-me

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Lai, Chun, and Mingyue Gu. "Self-regulated out-of-class language learning with technology." Computer Assisted Language Learning 24, no. 4 (2011): 317–35. http://dx.doi.org/10.1080/09588221.2011.568417.

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AHMID, MOHAMMAD HAAFIZ, and MOHD KHAIRUDDIN ABDULLAH. "SELF-REGULATED LEARNING AMONG NON-ARAB STUDENTS: CONTRIBUTION OF STUDENTS’ MOTIVATIONAL BELIEFS IN LEARNING ARABIC LANGUAGE." Quantum Journal of Social Sciences and Humanities 1, no. 2 (2020): 28–37. http://dx.doi.org/10.55197/qjssh.v1i2.12.

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Learning Arabic language among non-Arabic students is a major challenge as they do not native-speaker for the language. At the same time, they obligated to take the test and this can cause students emotional change and feel stress to achieve their goals. Self-regulated learning is one of the ways to overcome the problems because of its effectiveness in learning Arabic language. However, it can be affected by low levels of students' motivational beliefs, especially when they consider the language too difficult to learn. Therefore, this study will determine the contribution of motivational belie

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Zou, Fengmei, Cui Zhiyu, Lin Qiucheng, et al. "Analysis of China’s English Curriculum Standards for Compulsory Education from the Perspectives of Self-regulated Learning." Gipan 6, no. 1 (2024): 5–18. http://dx.doi.org/10.3126/gipan.v6i1.68121.

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This paper analyzes the English Curriculum Standards for Compulsory Education (2022 Edition) developed and implemented by the Ministry of Education in China. We used Self-regulated Learning as a perspective in analyzing the curriculum standard and identified several elements of Self-regulated Learning emphasized in the document. This paper further elaborates how an inclusion of self-regulation is aimed at enhancing the teaching and learning of English as a foreign language in China. It presents the stages and sub-processes of self-regulated learning, in analyzing the curriculum standard. In th

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Jihan Inayah and Wiwiet Eva Savitri. "THE CONTRIBUTION OF SELF-REGULATED LEARNING IN SHAPING HIGH SCHOOL STUDENTS’ ENGLISH PROFICIENCY." Yavana Bhasha : Journal of English Language Education 7, no. 2 (2024): 129–36. http://dx.doi.org/10.25078/yb.v7i2.3756.

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The study addressed the influence of self-regulated learning (SRL) in English language learning. It involved 23 high school students attending a private school in Surabaya. The school implements bilingual language usage, incorporating both English and Indonesian. Therefore, most of the students demonstrated high fluency in English, as evidenced by their effortless communication during class activities. The students completed a scale and open-ended questionnaire regarding self-regulated learning and participated in an English proficiency test. The data were analysed using simple regression anal

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Chung, Liang-Yi. "Exploring the Effectiveness of Self-Regulated Learning in Massive Open Online Courses on Non-Native English Speakers." International Journal of Distance Education Technologies 13, no. 3 (2015): 61–73. http://dx.doi.org/10.4018/ijdet.2015070105.

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Massive Open Online Courses (MOOCs) are expanding the scope of online distance learning in the creation of a cross-country global learning environment. For learners worldwide, MOOCs offer a wealth of online learning resources. However, such a diversified environment makes the learning process complicated and challenging. To achieve their objectives, learners need to adapt regulation strategies based on different situations in the process, which is called self-regulated learning. Previous research findings emphasize that self-efficacy is one of the key factors that influences self-regulated lea

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Menggo, Sebastianus, Hieronimus Canggung Darong, and Ignas Loy Semana. "Self-Regulated Learning Method Through Smartphone Assistance in Promoting Speaking Ability." Journal of Language Teaching and Research 13, no. 4 (2022): 772–80. http://dx.doi.org/10.17507/jltr.1304.10.

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Self-regulated learning is a method of the student-centered learning paradigm. This method encourages students to be actively involved in the learning process, organize themselves, recognize their capabilities, and take the initiative to decide the appropriate way to achieve the learning achievement. The use of self-regulated learning with smartphones' assistance has had a double effect on students' language proficiency. However, the self-regulated learning method with smartphone assistance in the speaking class has not been supported by current empirical studies. The evidence indicates that s

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Noori, Abdullah. "Digital Technologies and Self-Regulated Language Learning: A Systematic Review." Journal of Social Sciences - Kabul University 8, no. 1 (2025): 243–63. https://doi.org/10.62810/jss.v8i1.323.

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This study examined the role of digital technologies in facilitating self-regulated language learning (SRL), with a focus on identifying effective strategies and their impact on learner autonomy and language proficiency. Following the PRISMA guidelines, the review synthesized findings from peer-reviewed studies published between 2010 and 2025, drawn from databases, including Web of Science, Scopus, ERIC, ProQuest, and Google Scholar. The analysis uncovered three key themes: (1) technology tools supporting SRL, (2) strategies for promoting learner autonomy, and (3) the impact of technology-enha

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Imani, Cahyaning, and Ive Emaliana. "DEVELOPING WRITING SKILLS THROUGH ONLINE SELF-REGULATED LEARNING." UC Journal: ELT, Linguistics and Literature Journal 2, no. 2 (2021): 96–104. http://dx.doi.org/10.24071/uc.v2i2.3849.

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As a side effect of the emergency transition to remote online learning, all Indonesian schools and universities have stopped teaching in classroom settings in mid-March 2020 and began using internet platforms to deliver online learning activities. However, there are issues concerning students' perseverance and achievement as fully online learning is implemented. Considering many learners may not be able to concentrate on studying under traumatic circumstances, such as a pandemic, it is necessary to consider learning strategies that produce learning opportunities for all students to achieve spe

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Iza Pazmiño, Sarah Jacqueline, Verónica Elizabeth Chicaiza Redin, Edgar Guadia Encalada Trujillo, and Cristina del Rocío Jordan Buenaño. "Students' perceptions of the use of technological tools that facilitate self-regulated English language learning." ConcienciaDigital 5, no. 1.1 (2022): 6–19. http://dx.doi.org/10.33262/concienciadigital.v5i1.1.1982.

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This study aims to identify to what extent the use of technological tools facilitates self-regulated learning among pre-service students studying English. The methodology employed for this study was a survey design and a questionnaire was administered to 497 students studying at Zone 3. The results show that the most used strategies to self-regulate students' English language learning are related to the search of information, review and memorization, revision or review of notes and/or books, and self-assessment activities. Regarding the frequency of use of digital tools to self-regulate Englis

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Iza Pazmiño, Sarah Jacqueline, Verónica Elizabeth Chicaiza Redin, Edgar Guadia Encalada Trujillo, and Cristina del Rocío Jordan Buenaño. "Students' perceptions of the use of technological tools that facilitate self-regulated English language learning." ConcienciaDigital 6, no. 1.4 (2023): 6–19. http://dx.doi.org/10.33262/concienciadigital.v6i1.4.1982.

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This study aims to identify to what extent the use of technological tools facilitates self-regulated learning among pre-service students studying English. The methodology employed for this study was a survey design and a questionnaire was administered to 497 students studying at Zone 3. The results show that the most used strategies to self-regulate students' English language learning are related to the search of information, review and memorization, revision or review of notes and/or books, and self-assessment activities. Regarding the frequency of use of digital tools to self-regulate Englis

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Octaviani, Regina, Sri Setyarini, and Rojab Siti Rodliyah. "The Self-Regulated Learning Strategies in Vocabulary Learning Using Socrative App." Issues in Applied Linguistics and Language Teaching 5, no. 1 (2023): 18–23. https://doi.org/10.37253/iallteach.v5i1.6720.

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Self-Regulated Learning (SRL) strategies has been implemented in psychological learning context. The research regarding the SRL has dynamically spread to some recent issues in the learning process, including the language learning and technology to obtain studentsâ€™ learning achievement. Therefore, this study hisghlights the English language learning among secondary school students regarding the vocabulary learning achievement through one of the Mobile Apps called Socrative. This study employed a qualitative research to investigate the issue and involved 21 students as participants who were ob

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Bloom, Marc. "Self-regulated learning: Goal setting and self-monitoring." Language Teacher 37, no. 4 (2013): 46. http://dx.doi.org/10.37546/jalttlt37.4-6.

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The focus of this article is Self-Regulated Learning (SRL). Students who can effectively use strategies to regulate their own learning tend to show higher academic achievement, make greater effort to resolve problems, overcome obstacles in understanding and show greater motivation to learn (Zimmerman 1990). Although there are a wide variety of ways in which students self-regulate, this essay focuses on three specific types of SRL: goal setting, language learning strategy usage and self-monitoring. It examines research in each of the three categories and discusses some practical implications fo

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Fukuda, Akiko. "The Development of a Self-Regulated Second Language Learning Questionnaire for an L2 Self-Study Setting." Journal for the Psychology of Language Learning 4, no. 2 (2022): 1–17. http://dx.doi.org/10.52598/jpll/4/2/3.

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This study developed a Self-Regulated Second Language Self-Study Questionnaire that addresses the self-regulated learning (SRL) skills of learners of English as a foreign language in a self-study setting. Much attention has been paid to SRL in second language acquisition; however, contexts outside school have hardly been explored. To address this issue, based on the Motivated Strategies for Learning Questionnaire, a new questionnaire was created and applied to a sample of 112 Japanese university students. The exploratory factor analyses extracted three factors (i.e., self-efficacy, learner val

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Shi, Hong. "English Language Learners’ Strategy Use and Self-Efficacy Beliefs in English Language Learning." Journal of International Students 8, no. 2 (2018): 724–41. http://dx.doi.org/10.32674/jis.v8i2.101.

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This study examined self-efficacy and language strategy use of college-level English Language Learners (ELLs) at a southeastern university in the United States. It analyzed the relationship between self-efficacy and strategy use. An English Language Learning Survey was used to collect data from 198 college-level ELLs. Participants had positive self-efficacy toward their English learning and the most often used strategies were compensation, social and metacognitive strategies. Self-efficacy was positively correlated with cognitive, compensation, memory, metacognitive, and social strategy. The s

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Thomas, Nathan, and Heath Rose. "Do Language Learning Strategies Need to Be Self‐Directed? Disentangling Strategies From Self‐Regulated Learning." TESOL Quarterly 53, no. 1 (2018): 248–57. http://dx.doi.org/10.1002/tesq.473.

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Suherni, Suherni. "STRATEGI PENGEMBANGAN KETERAMPILAN BAHASA INGGRIS MAHASISWA MENGGUNAKAN SELF-REGULATED LEARNING MELALUI DESAIN PEMBELAJARAN MODEL FLIPPED." NUSRA: Jurnal Penelitian dan Ilmu Pendidikan 4, no. 3 (2023): 717–29. http://dx.doi.org/10.55681/nusra.v4i3.1438.

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This study examines the development of students' foreign language skills in learning English using the Flipped learning design which is designed with self-regulated learning strategies. The study was conducted using a quasi-experimental design. While the experimental group received learning strategies through a flipped classroom model designed with a self-regulated learning strategy, on the other hand the control class group received learning strategies that did not use the self-regulated learning strategy of the flipped learning class model. The results of the study show that the self-regulat

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