ELT Research Journal

ELT Research Journal

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

Yazarlar: Abiy FİLATE

Cilt 1 , Sayı 3 , 2012 , Sayfalar 175 - 188

Konular:-

Anahtar Kelimeler:Self-regulation,Cognitive strategies,Motivational components,Meta-cognitive self-regulation,Self-regulated learning strategies

Özet: 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 (memorization, elaboration, and organization) and meta-cognitive self-regulation (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.

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@article{2012, title={The impact of students’ self-regulated language learning on their reading achievement: Grade 9 students in focus}, volume={1}, number={175–188}, publisher={ELT Research Journal}, author={Abiy FİLATE}, year={2012} }
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Abiy FİLATE. (2012). The impact of students’ self-regulated language learning on their reading achievement: Grade 9 students in focus (Vol. 1). Vol. 1. ELT Research Journal.
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Abiy FİLATE. The Impact of Students’ Self-Regulated Language Learning on Their Reading Achievement: Grade 9 Students in Focus. no. 175–188, ELT Research Journal, 2012.
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