Students’ Beliefs on the Effectiveness of Self-Regulated Activities in English Language Learning

Abstract

This study investigates student’s beliefs about the effectiveness of self-regulated learning in learning English as a second language. The study also examines the types of motivation that are likely to encourage English language learners to adopt self-regulated learning as a strategy for acquiring English as a second language. The study uses a mixed-research approach combining quantitative and qualitative methods. A group of 40 international students at Emporia State University in the US took a survey of 15 questions asking for information about a number of topics including language motivation, autonomy, types of self-regulated activities used by students, and evaluation of such activities. The survey was followed by interviews with three of the participants to further examine the topic. The study started with one main hypothesis which is: Students view self-regulated learning to be equal (or maybe even superior) to regular-classroom instruction in its effectiveness in language learning. The study also aims to identify which type of motivation is more influential in encouraging English language learners to use self-regulated activities. Finally, the study suggests a number of implications for both language learners and ESL teachers.