Self-regulated learning strategies of tertiary level EFL learners

Authors : Ilknur Istifci

Pages : 756-769

Doi:10.30783/nevsosbilen.1463866

View : 59 | Download : 76

Publication Date : 2024-06-25

Article Type : Research Paper

Abstract :The study tries to find out if there is a significant relationship between self-regulated learning skills of EFL students in terms of gender and English proficiency level. The data of the research were collected from 96 elementary and 88 upper -intermediate level students studying in an intensive preparatory program. The instrument used in the study was The Self-Regulated Language Learning Strategy Usage Scale which consists of 35 items under 6 subheadings as Cognitive, Affective, Socio-cultural Interactive, Meta-Cognitive, Meta-Emotional, Meta-Socio-cultural Interactive, suggested by the S2R model. Data analysis was performed using SPSS 24 program and Independent variable t test. The results of the study revealed that there was no difference between the two student groups in terms of the use of self-regulated learning strategies. Based on the results obtained, some inferences were made about students becoming more autonomous by using self-regulated learning strategies outside the classroom.
Keywords : Dil öğrenimi, Öz düzenlemeli öğrenme, Öğrenen özerkliği, İngilizceyi yabancı dil olarak öğrenme