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

Year 2012, Volume: 1 Issue: 3, 175 - 188, 29.08.2013

Abiy Filate

Abstract

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.

Keywords

self-regulation, cognitive strategies, motivational components, meta-cognitive self-regulation, self-regulated learning strategies

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