Assessing the effectiveness of self-regulation in learningbasic English among non-major students at Ho Chi MinhCity University of Industry and Trade
DOI:
https://doi.org/10.60087/ijls.v1.n1.010Keywords:
Self-regulated learning (SRL), non-major students, English language acquisition, forethought phase, mixed-methods researchAbstract
Self-regulated learning (SRL) is crucial in language acquisition, especially for non-major students enrolled in English as an optional course. This research examines the self-regulated learning (SRL) capacities of 227 non-major students in English at Ho Chi Minh City University of Industry and Trade, utilizing a mixed-methods methodology to collect quantitative and qualitative data. Questionnaires gathered quantitative data by evaluating students' viewpoints and actions across the three phases of self-regulated learning: forethought, performance, and self-reflection. Additionally, semi-structured interviews with seven individuals provided enhanced qualitative insights. The findings revealed that students held positive perceptions of their self-regulated learning (SRL) skills, and they discovered significant correlations between SRL aspects and basic English results. These findings highlight the significance of self-regulated learning (SRL) in improving language acquisition and provide potential avenues for focused interventions to bolster students' self-regulation in English education.
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Copyright (c) 2023 Ngo Thi Ngoc Hanh (Author)

This work is licensed under a Creative Commons Attribution 4.0 International License.
Copyright: © The Author(s), 2024. Published by IJLS. This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium, provided the original work is properly cited.