Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.772391
Title: The relationship between the use of Meta-cognitive Self Regulated Learning Strategies (Meta-SRLS) and achievement in English language learning
Author: Mahadi, Rozilawati
ISNI:       0000 0004 7959 8796
Awarding Body: University of Nottingham
Current Institution: University of Nottingham
Date of Award: 2019
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Abstract:
This study provides a detailed description of Meta-cognitive Self Regulated Learning (Meta-SRL) strategies employed by one hundred and seventy (170) undergraduate students majoring in different Engineering courses at one local university in the northern part of Malaysia. The findings revealed that the proposed Meta-SRLS framework can be used as a basis for a development of assessment instruments and teaching curricula that measure and develop a systematic Meta-cognitive Self Regulated Learning ability among ESL learners. The findings also indicated the use of a wide range of Meta-cognitive Self Regulated Learning Strategies (Meta-SRLS) by the participants in their English language learning. Moreover, the results of Pearson correlation test also revealed a positive relationship between the use of Meta-SRL strategies and the participants‟ level of English language proficiency. The results affirmed the findings of previous studies that language learners with advanced proficiency level tend to utilize more strategies than those with low proficiency level (e.g., Magogwe & Oliver, 2007); Hong-Nam & Leave ll, 2006; Wharton, 2000; Oxford & Nyikos, 1989; O‟Malley & Chamot, 1985). The study employed a multiphase mixed method research design to investigate the use of Metacognitive Self Regulated Learning Strategies in second language learning context via five phases of investigation. A systematic review of literature was conducted to develop aMeta-SRLS framework that may be used to assess metacognitive self regulatory behaviors and assist language instructors in promoting autonomous learning in the second language classrooms. In addidtion, a group of experts participated in the interviews to validate and iievaluatethe proposed Meta-SRLS framework. In order to examine the use of strategies by the participants, a newly adapted Meta-Cognitive Self Regulated Learning Strategies Questionnaire (Meta-SRLSQ) was used to collect the data. The questionnaire was re-designed based on the previous literature (Flavell, 1979; Brown et al, 1983; Flavell, 1987; Anderson, 2002; Mokhtari & Richard, 2002; Danuwong, 2006; Azizah, 2012). This study has yielded findings that make an original contribution to both the theory and the practice of Self Regulated learningespecially in the context of language teaching and learning. In the context of second language education in Malaysia, this study provides new insights in the area of metacognition and self regulation. The pedagogical implications of this study will further lead to a systematic teaching of Meta-cognitive self regulated learning strategies in the L2 classrooms and increase the proficiency level of L2 learners especially.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.772391  DOI: Not available
Keywords: LB Theory and practice of education
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