Duong My Tham, Ta Thi Hong Lua

Main Article Content

Abstract

Self-regulated learning strategies are referred to as learning processes which students conduct independently and purposefully such as goal setting, planning, motivating, attention controlling, monitoring, and evaluating their learning. Student’s academic achievements, therefore, are supposed to be affected by their self-regulated learning strategies employment. The present study aims to investigate to what extent 90 twelfth graders use self-regulated learning strategies to learn English at a high school in Ho Chi Minh City. The quantitative data collected via a closed-ended questionnaire were statistically analyzed by means of Statistical Package for Social Sciences (SPSS) version 26 (i.e., mean and standard deviation). The findings showed that the surveyed students generally employed eight categories of self-regulated learning strategies including goal setting, planning, self-motivation, flexible use of learning strategies, attention control, self-monitoring, help seeking, and self-evaluation during their English learning. Amongst the self-regulated learning strategies categories, the goal setting strategies were the number-one category while the self-evaluation strategies were the least used category. Based on the preliminary results of this study, some pedagogical implications and recommendations for further research on the employment of self-regulated learning strategies in English as a foreign language (EFL) contexts are given.

Keywords: English learning and teaching, high school student, self-regulated learning, self-regulated learning strategy.

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