Tran Quoc Thao, Nguyen Chau Hoang Long

Main Article Content


Self-regulation of learning plays a vital role in improving second/foreign language learning as it can encourage the development of autonomous learners. It is seen that, nevertheless, ESL/EFL learners in different contexts are not fully aware of the importance of self-regulated language learning (SRLL) strategies in their English language learning. The present study, therefore, aims at investigating the use of SRLL strategies by English-majored students at a university in Bac Lieu province, Vietnam. This study involved 100 English-majored freshmen in answering a closed-ended questionnaire. The results showed that students sometimes used SRLL strategies, and they used SRLL strategies for keeping and monitoring records and seeking social assistance more often than for other purposes. The findings imply that students lacked knowledge of how to use SRLL strategies and get engaged in using SRLL strategies. This study recommends that students’ awareness of SRLL strategies should be seriously taken into account in order to facilitate their learner autonomy.

Keywords: Case study; English-majored student; self-regulated language learning (SRLL) strategy; Vietnamese context.


[1] D.H. Schunk, B.J. Zimmerman, Social origins of self-regulatory competence, Educational Psychologist 32(4) (1997) 195-208.
[2] B.J.A. Zimmerman, Social cognitive view of self- regulated academic learning, Journal of Educational Psychology 81(3) (1989) 329-339.
[3] L.W. Anderson, Time, learning, and school reform: A conceptual framework, In P. Gandara (Ed.) The dimensions of time and the challenge of school reform, New York: State University of New York Press, 2000, pp. 13-27.
[4] B.S. Bloom, Learning for mastery, In C.W. Fisher, D.C. Berliner (Eds.), Perspectives on Instructional Time, New York: Longman, 1985, pp. 73-96.
[5] P. Gandara, Rethinking time and teacher working conditions, In P. Gandara (Ed.) The Dimensions of Time And the Challenge of School Reform, New York: State University of New York Press, 2000, pp. 69-88.
[6] J. Lofty, Reforming time: Timescapes and rhythms, In P. Gandara (Ed.) The Dimensions of Time and the Challenge of School Reform, New York: State University of New York Press, 2000, pp. 203-224.
[7] A. Pitman, T. Romberg, Teachers’ use of time in a period of change, In P. Gandara (Ed.) The Dimensions of Time and the Challenge of School Reform, New York: State University of New York Press, 2000, pp. 135-152.
[8] W. Rau, A. Durand, The academic ethic and college grades: Does hard work help students to “Make the grades”? Sociology of Education 73 (2000) 135-152.
[9] D.H. Schunk, Inherent details of self-regulated learning include student perceptions, Educational Psychologist 30(4) (1995) 213-216.
[10] B.J. Zimmerman, Attaining self-regulation: A social cognitive perspective, In N. Boekaerts,
P.R. Pintrich, M. Zeidner (Eds.), Handbook of Self-Regulation, San Diego: Academic Press, 2000, pp. 13-39.
[11] D.J. Dickinson, D.Q. O’Connell, Effect of quality and quantity of study on student grades, Journal of Educational Research 83 (1990) 227-231.
[12] T.W. Michaele, T.D. Miethe, Academic effort and college grades, Social Forces 68(1) (1989) 309-319.
[13] Tran Quoc Thao, Duong My Tham, The Attitudes towards English language learning and use of self-regulated learning strategies among college Non-English majors, International journal of scientific and research publication 3(7) (2013) 1-8.
[14] B.J. Zimmerman, D. Greenberg, C.E. Weinstein, Self-regulating academic study time: A strategy approach, In D.H. Schunk, B.J. Zimmerman (Eds.), Self-regulation of learning and performance: Issues and educational applications, Lawrence Erlbaum Associates, Inc., 1994, pp. 181-199.
[15] M. Boekaerts, Self- regulated learning: A new concept embraced by researchers, police makers, educators, teachers, and students, Journal of learning and instruction 7(2) (1997) 161-186.
[16] M. Boekaerts, P.R. Pintrich, M. Zeidner, Self-regulation: An introductory overview, In M. Boekarts, P.R. Pintrich, M. Zeidner (Eds.) Handbook of Self-regulation, San Diego: Academic Press, 2000.
[17] B.J. Zimmerman, D. Schunk, Self-regulated learning and academic achievement, New York, NY: Springer-Verlag, 2001.
[18] S. Zumbrunn, J. Tadlock, E.D. Roberts, Encouraging Self-Regulated Learning in the Classroom: A Review of the Literature, Metropolitan Educational Research Consortium (MERC), Virginia Commonwealth University, 2011.
[19] P.R. Pintrich, The role of goal orientation in self-regulated learning, In M. Boekaerts, P.R. Pintrich, M. Zeidner (Eds.), Handbook of self-regulation, San Diego, CA: Academic, 2000, pp. 451-502.
[20] B.J. Zimmerman, Self-regulated learning and academic achievement: An overview, Educational Psychologist 25(1) (1990) 3-17.
[21] B.J. Zimmerman, A. Bandura, Impact of self-regulatory influences on writing course attainment, American Educational Research Journal 31(4) (1994) 845-862.
[22] B.J. Zimmerman, Achieving academic excellence: A self-regulatory perspective, In M. Ferrari (Eds.), The pursuit of excellence through education, Mahway, NJ: Lawrence Erlbaum Associates, 2002, pp. 85-110.
[23] P.H. Winne, A.F. Hadwin, Studying as self-regulated learning, In D. J. Hacker, J. Dunlosky, A.C. Graesser (Eds.), Metacognition in educational theory and practice, Hillsdale, NJ: Erlbaum, 1998, pp. 270-306.
[24] P.R. Pintrich, C. Wolters, G. Baxter, Assessing metacognition and self-regulated learning, In G. Schraw, J. Impara (Eds.), Issues in the measurement of metacognition, Lincoln, NE: Buros Institute of Mental Measurement, 2000, pp.43-97.
[25] A. Bandura, Social foundations of thought and action: A social cognitive theory, Englewood Cliffs, NJ: Prentice-Hall, 1986.
[26] S.A. Sardareh, M.R. Saad, R. Baroomand, Self-Regulated Learning Strategies (SRLS) and academic achievement in pre-university EFL learners, California Linguistic Notes XXXVII. 1 (2012) 1-35.
[27] J.S. Anthony, K.E. Clayton, A. Zusho, An Investigation of Students’ Self-Regulated Learning Strategies: Students’ Qualitative and Quantitative Accounts of Their Learning Strategies, Journal of Cognitive Education and Psychology 12(3) (2013) 359-373.
[28] X. Lin, Self-regulated learning strategies of adult learners regarding non-native status, gender, and study majors, Journal of Global Education and Research 3(1) (2019) 58-70.
[29] Ngo Cong Lem, Self-regulated learning and its relation to Vietnamese EFL learners’ L2 listening achievement, VNU Journal of Foreign Studies, 35(4) (2019) 60-75.
[30] C. Wang, S. Pape, Self-efficacy and self-regulation in learning English as a second language, The CATESOL Journal. 17(1) (2005) 76-90.
[31] F. Salili, M.K. Lai, Learning and motivation of Chinese students in Hong Kong: A longitudinal study of contextual influences on students' achievement orientation and performance, Psychology in the Schools 40(1) (2003) 51-70.
[32] C. Wang, J. Hu, G. Zhang, Y. Chang, Y. Xu, Chinese College Students’ Self-Regulated Learning Strategies and Self-Efficacy Beliefs in Learning English as a Foreign Language, Journal of Research in Education 22(2) (2012) 103-135.
[33] M. Boekaerts, E. Cascallar, How far have we moved toward the integration of theory and practice in self-regulation? Educational Psychology Review 18 (2006) 199-210.