To What Extend Does Self-Regulated Learning Correlate Achievement in English Lesson? A Meta-Analysis Study*

Year 2025, Volume: 11 Issue: 2, 71 - 91, 31.12.2025

Şengül Yavuz , Burhan Üzüm , Ata Pesen

https://doi.org/10.34137/jilses.1728049

Abstract

This paper aimed to combine the results obtained in primary studies examining the relationship between self-regulated learning and achievement in English lesson through meta-analysis. No specific starting date was determined for the literature review, and primary studies conducted until 2024 were included. Based on the inclusion and exclusion criteria, 73 effect sizes obtained from 58 primary studies were calculated. The heterogeneity test (Qsd=72=1640.618; I2=95.611) indicated the random effects model. The analysis demonstrated an overall moderate relationship between self-regulated learning and achievement in English lessons (r =0.327, 95% CI [0.263-0.388], p<0.000). Moderator analysis was conducted to reveal the possible sources of the heterogeneity. Thus, publication year, place of publication, publication type, education level and language skill area were determined as possible moderators. The findings showed that the studies conducted in 2024 had the highest correlation. The lowest correlation was found in doctoral theses. The lowest correlation between self-regulated learning and achievement in English lessons was in university, and the highest level was in secondary school regarding the education level moderator. The highest correlations were found in reading and speaking skills.

Keywords

Self-regulated learning , correlation , foreign language , English , achievement , learner-centered instruction

Öz-düzenlemeli Öğrenme ile İngilizce Dersi Başarısı Arasındaki İlişki Hangi Düzeydedir? Bir Meta-Analiz Çalışması*

Abstract

Bu çalışma, öz-düzenlemeli öğrenme ile İngilizce dersindeki başarı arasındaki ilişkiyi inceleyen birincil çalışmalarda elde edilen bulguları meta-analiz yoluyla incelemeyi amaçlamaktadır. Literatür taraması için belirli bir başlangıç tarihi belirlenmemiş olup 2024 yılına kadar olan çalışmalar dahil edilmiştir. Dahil edilme ve hariç tutulma kriterlerine göre 58 birincil çalışmadan elde edilen 73 etki büyüklüğü hesaplanmıştır. Heterojenlik testi (Qsd=72=1640.618; I2=95.611) rastgele etkiler modelini göstermektedir. Analizler, öz-düzenlemeli öğrenme ile İngilizce dersindeki başarı arasında orta düzeyde (r =0.327, 95% GA [0.263-0.388], p<0.000) bir ilişki olduğunu göstermektedir. Heterojenliğin olası nedenlerini ortaya çıkarmak için moderator analizi yapılmıştır. Bu doğrultuda, yayım yılı, yayım yeri, yayım türü, öğretim kademesi ve dil beceri alanı olası moderatörler olarak belirlenmiştir. Bulgular 2024 yılında yapılan çalışmaların en yüksek korelasyona sahip olduğunu göstermektedir. Yayım türünde en düşük korelasyon doktora tezlerinde tespit edilmiştir. Öğretim kademesine göre öz-düzenlemeli öğrenme ile İngilizce dersindeki başarı arasındaki en düşük korelasyonun üniversitede, en yüksek korelasyon ise ortaokul kademesinde olduğu ortaya çıkmıştır. Dil beceri alanı bakımından en yüksek korelasyonlar okuma ve konuşma becerilerinde görülmüştür.

Keywords

Öz-düzenlemeli öğrenme , korelasyon , yabancı dil , İngilizce , başarı , öğrenci merkezli öğretim

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