Learners’ Self-Regulation and Achievement: Implications for Foreign Language Learners

Self-regulated learning (SRL) research shows that the progress of autonomous learners increases by integrating foreign language teaching strategies of SRL. This work examines usage of SRL as described by students and throws light on its three main components which are – direction, presentation, and assessment that influence the prediction of foreign language achievement. The interviews conducted with teachers (n=57) show that teachers do not bother to think about SRL during teaching in classroom. The quantitative data (n=225) was gathered through two different methods that are five-point Likert scale questionnaire and the English achievement exam taken by University. The quantitative analyses highlight that participants’ SRL level is moderate to low. The foreign language achievement can be forecasted through SRL as language achievement and SRL have important relationship. The conclusion emphasizes that SRL is of great importance in foreign language teaching and teachers should promote SRL implementation in language teaching.