The impact of students’ self-regulated language learning on their reading achievement: Grade 9 students in focus

Authors : Abiy FİLATE

Pages : 175-188

View : 15 | Download : 7

Publication Date : 2013-08-29

Article Type : Research Paper

Abstract :The purpose of this study was to determine whether or not motivational beliefs and selfregulated learning strategies are significant predictors of high school students` reading performance. The sub-scales for the motivation scale were intrinsic and extrinsic goal orientations, task value, and self-efficacy for students’ reading performance; while the subscales for the cognitive learning strategies were cognitive strategies insert ignore into journalissuearticles values(memorization, elaboration, and organization); and meta-cognitive self-regulation insert ignore into journalissuearticles values(planning, monitoring, and evaluating);. The study included 107 Grade 9 students at Bahir Dar. Questionnaire, interview and tests were used to gather data. The statistical methods used for analyses were correlation and regression. The data gathered through interview, however, were narrated. The results showed that the students’ use of cognitive strategies was a significant predictor of their reading performance.
Keywords : self regulation, cognitive strategies, motivational components, meta cognitive self regulation, self regulated learning strategies