@article{article_74374, title={The impact of students’ self-regulated language learning on their reading achievement: Grade 9 students in focus}, journal={ELT Research Journal}, volume={1}, pages={175–188}, year={2013}, author={Filate, Abiy}, keywords={self-regulation, cognitive strategies, motivational components, meta-cognitive self-regulation, self-regulated learning strategies}, abstract={<p>The purpose of this study was to determine whether or not motivational beliefs and selfregulated <br />learning strategies are significant predictors of high school students’ reading <br />performance. The sub-scales for the motivation scale were intrinsic and extrinsic goal <br />orientations, task value, and self-efficacy for students’ reading performance; while the subscales <br />for the cognitive learning strategies were cognitive strategies (memorization, <br />elaboration, and organization) and meta-cognitive self-regulation (planning, monitoring, and <br />evaluating). The study included 107 Grade 9 students at Bahir Dar. Questionnaire, interview <br />and tests were used to gather data. The statistical methods used for analyses were correlation <br />and regression. The data gathered through interview, however, were narrated. The results <br />showed that the students’ use of cognitive strategies was a significant predictor of their <br />reading performance. </p>}, number={3}, publisher={Uluslararası Eğitim Araştırmacıları Derneği}