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

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

References

1. Açıkel, C. (2009). Meta analiz ve kanıta dayalı tıptaki yeri [Meta-analysis and its place in evidence based medicine]. Klinik Psikofarmoloji Bülteni, 19 (2), 164-172. http://pcp.psikofarmakoloji.org/pdf/TR/19_2_12.pdf
2. *Adıgüzel, A., & Orhan, A. (2017). The relation between English learning students’ levels of self-regulation and metacognitive skills and their English academic achievements. Journal of Education and Practice, 8 (9), 115-125. https://files.eric.ed.gov/fulltext/EJ1138845.pdf
3. *Agustina, A. (2022). The correlation between students’ self-regulated learning and their speaking skill (Unpublished Undergraduate Thesis). Faculty of Tarbiyah, The State Islamic University of Curup, Indonesia
4. *Amini, D., Anhari, M.H., Ghasemzadeh, A., & Tarnopolsky, O. (2020). Modeling the relationship between metacognitive strategy awareness, self-regulation and reading proficiency of Iranian EFL learners. Cogent Education, 7 (1), 1-17. https://doi.org/10.1080/2331186X.2020.1787018
5. *Amirian, S.M.R., Mallahi, O., & Zaghi, D. (2015). The relationship between Iranian EFL learners’ self-regulatory vocabulary strategy use and their vocabulary size. Iranian Journal of Language Teaching Research, 3(2), 29-46. https://files.eric.ed.gov/fulltext/EJ1127240.pdf
6. *An, Z., Wang, C., Li, S., Gan, Z., & Li, H. (2021). Technology-assisted self-regulated English language learning: Associations with English language self-efficacy, English enjoyment, and learning outcomes. Frontiers in Psychology, 11 (558466), 1-14. https://doi.org/10.3389/fpsyg.2020.558466
7. *Apridayani, A., Han, W., & Waluyo, B. (2023). Understanding students’ self-regulated learning and anxiety in online English courses in higher education. Heliyon, 9 (e17469), 1-12. https://doi.org/10.1016/j.heliyon.2023.e17469
8. *Apridayani, A. (2022). Exploring Thai EFL students’ self-regulated learning (SRL) strategies and English proficiency. MEXTESOL Journal, 46 (1), 1-10. https://doi.org/10.61871/mj.v46n1-17

9. Baissane, O. (2023). The correlation between self-regulated learning and academic achievement of English. A picture of Vietnamese High School Students. International Journal of Scientific and Research Publications, 13 (2), 350-355. http://dx.doi.org/10.29322/IJSRP.13.02.2023.p13442
10. Barros, A., Simão, A.M.V., & Frisson, L. (2022). Self-regulation of learning and conscientiousness in Portuguese and Brazilian samples. Current Psychology: A Journal for Diverse Perspectives on Diverse Psychological Issues, 41(11), 7835–7842. https://doi.org/10.1007/s12144-020-01232-y
11. *Bektaş, D. (2022). Yabancı dil kaygısı ve yabancı dil başarısı arasındaki ilişkide öz-düzenlemenin aracı rolü [The mediating role of self-regulation in the relationship between foreign language anxiety and foreign language achievement]. (Yayımlanmamış Yüksek Lisans Tezi). Mardin Artuklu Üniversitesi Lisansüstü Eğitim Enstitüsü, Mardin
12. Borenstein, M., Hedges, L.V., Higgins, J.P.T., & Rothstein, H.R. (2019). Meta-analize giriş [Introduction to meta-analysis] (2. Baskı). (S. Dinçer, Çev.). Anı Yayıncılık
13. Bowles, M. (2024). Digital, Self-Regulated Vocabulary Learning and Device Control In Out-Of-Class, Higher Education Settings. Electronic Journal of e-Learning, 22 (1),17-30. https://doi.org/10.34190/ejel.22.1.3261
14. *Bravo, V.B. (2022). Self-regulated learning skills and English proficiency. Journal of Education, Society and Behavioural Science, 35 (7), 40-51. https://doi.org/10.9734/JESBS/2022/v35i730437
15. *Calero, F.R. (2012). Fifth-grade English language learner academic self-concept, student-teacher relationships, self-regulated learning, parental academic support, native language support, interest, usage, proficiency and academic achievement (Unpublished Doctoral Dissertation). Dowling College School of Education, Brookhaven, New York
16. Canbay, F. (2020). The Relationship between self-regulation and use of language learning strategies in secondary school students. PASAA, 60 (1), 1-22. https://doi.org/10.58837/CHULA.PASAA.60.1.1
17. Chansri, Ch., Kedcham, A., & Polrak, M. (2024). The relationship between self-regulated learning strategies and English language abilities and knowledge of undergraduate students. LEARN Journal: Language Education and Acquisition Research Network, 17(1), 286-307. https://so04.tci-thaijo.org/index.php/LEARN/article/view/270386
18. Cheng, Z., Zhang, Z., Xu, Q., Maeda, Y., & Gu, P. (2023). A meta-analysis addressing the relationship between self-regulated learning strategies and academic performance in online higher education. Journal of Computing in Higher Education. https://doi.org/10.1007/s12528-023-09390-1
19. *Christobel, C.D.R. (2023). Self-regulated learning and vocabulary in English of prospective teachers (Unpublished Master’s Thesis). Tamil Nadu Teachers Education University N.V.K.S.D College of Education, Kanyakumari District, India
20. Christobel, C.D.R., & Kumar, V.S.P. (2023). Self-regulated learning and vocabulary in English of prospective teachers. International Journal of Creative Research Thoughts, 11(5), 314-322. https://ijcrt.org/papers/IJCRT2305046.pdf
21. Cohen, J. (1992). A power primer. Psychological Bulletin, 112(1), 155-159. https://doi.org/10.1037/0033-2909.112.1.155
22. Cook, V. (2016). Second Language learning and language teaching (5th ed.). Routledge
23. Çetintav, G, &Karaoğlan Yılmaz, F.G. (2021). Öğrenme analitikleri ve öz-düzenlemeli öğrenme üzerine araştırma eğilimlerinin incelenmesi: Sistematik bir inceleme [Investigation of the research trends on learning analytics and self-regulated learning: A systematic review]. Amasya Üniversitesi Eğitim Fakültesi Dergisi, 10(2), 80-95. http://doi.org/10.17539/amauefd.1036352
24. Çobanoğlu, R., Büyükkıdık, S., & Yurttaş Kumlu, G. D. (2023). A bibliometric analysis of research on self-regulated learning: From the beginning to 2021. Journal of Theoretical Educational Science, 16(3), 700-726. https://doi.org/10.30831/akukeg.1225513
25. Dan, Q., Bai, B., & Huang, Q. (2024). Gender differences in the relations between EFL students' classroom relationships and English language proficiency: The mediating role of self-regulated learning strategy use. System, 123 (103311), 1-14. https://doi.org/10.1016/j.system.2024.103311
26. Delibalta, B., & Taşdelen Teker, G. (2024). Türkiye’de öz-düzenlemeli öğrenmeyle ilgili yürütülen tezlerde genel eğilimler [General trends in dissertations on self-regulated learning in Turkey]. Kocaeli Üniversitesi Eğitim Dergisi, 7(1), 171-201. http://doi.org/10.33400/kuje.1349043
27. *Deng, X., Wang, C., & Xu, J. (2022). Self-regulated learning strategies of Macau English as a foreign language learners: Validity of responses and academic achievements. Frontiers in Psychology, 13 (976330), 1-15. https://doi.org/10.3389/fpsyg.2022.976330
28. Dent, A.L., & Koenka, A.C. (2016). The relation between self-regulated learning and academic achievement across childhood and adolescence: A meta-analysis. Educational Psychology Review, 28 (3), 425–474. https://doi.org/10.1007/s10648-015-9320-8
29. Dignath, C., Buettner, G.D., & Langfeldt, H.P. (2008). How can primary school students learn self-regulated learning strategies most effectively? A meta-analysis on self-regulation training programmes. Educational Research Review, 3, 101-129. https://doi.org/10.1016/j.edurev.2008.02.003
30. *Doğan, Y. (2022). Higher education EFL learners’ online self-regulated learning during the Covid-19 Pandemic: Relationships of some variables with self-regulation. Novitas-ROYAL (Research on Youth and Language), 16(2), 16–35. https://files.eric.ed.gov/fulltext/EJ1365004.pdf
31. dos Santos Silva, C., & Marinho, H. (2024). Self-regulated learning processes of advanced musicians: A PRISMA review. Musicae Scientiae, 0(0), 1-20. https://doi.org/10.1177/10298649241275614
32. Durlak, J. A., & Lipsey, M. W. (1991). A practitioner's guide to meta-analysis. American Journal of Community Psychology, 19(3), 291–332. https://doi.org/10.1007/BF00938026
33. *Ekene, E.K., Nne, A.A., & Ngozi, E.E. (2024). Examining secondary school students’ social goal orientation and self-regulated learning strategy as predictors of academic achievement in English language in Anambra State, Nigeria. Interdisciplinary Journal of Educational Practice, 11(2), 23-37. https://doi.org/10.5281/zenodo.11545754
34. Elahi Shirvan, M., Khajavy, G. H., MacIntyre, P. D., & Taherian, T. (2019). A meta-analysis of L2 willingness to communicate and its three high-evidence correlates. Journal of Psycholinguistic Research, 48(6), 1241-1267. https://doi.org/10.1007/s10936-019-09656-9
35. Elhusseini, S.A., Tischner, C.M., Aspiranti, K.B., Fedewa, A.L. (2022). A quantitative review of the effects of self-regulation interventions on primary and secondary student academic achievement. Metacognition Learning, 17, 1117–1139. https://doi.org/10.1007/s11409-022-09311-0
36. *Ere, N. (2013). The relationship between self-regulatory efficacy and writing achievement in English (Unpublished Master’s Thesis). Trakya University Institute of Social Sciences, Edirne
37. Ergen, B., & Kanadlı, S. (2017). The effect of self-regulated learning strategies on academic achievement: A meta-analysis study. Eurasian Journal of Educational Research, 17(69), 55-74. https://dergipark.org.tr/en/pub/ejer/issue/42462/511430
38. *Ertem, İ.S. (2021). On the path to self-regulation in online learning: Improvement, achievement and perceptions of EFL learners during COVID-19 pandemic (Unpublished Master’s Thesis). Bahçeşehir University Graduate School, Istanbul
39. Fajaruddin, S., Retnawati, H., Setiawan, C., Apino, E., Arlinwibowo, J., & Rachman, D. (2024). Technology's impact on language learning: Meta-analysis on variables and effectiveness. Journal of Education and Learning (EduLearn), 18(2), 512-525. https://doi.org/10.11591/edulearn.v18i2.21119
40. *Farsani, M.A., Beikmohammadi, M., & Mohebbi, A. (2014). Self-regulated learning, goal-oriented learning, and academic writing performance of undergraduate Iranian EFL learners. The Electronic Journal for English as a Second Language, 18 (2), 1-19. https://tesl-ej.org/wordpress/issues/volume18/ej70/ej70a4/
41. *Fatemi, M., Alishahi, M., Noori Khorasani, M., & Seifi, M. (2014). The relationship between EFL learners' self-regulation and their listening comprehension. Advances in Language and Literary Studies, 5(4), 198-201. http://dx.doi.org/10.7575/aiac.alls.v.5n.4p.198
42. *Fırdaus, P.R. (2024). A cross-cultural comparative study of the relation between self-regulated learning skills and academic achievement: The case of Turkish and Indonesian EFL university students (Unpublished Master’s Thesis). Selçuk University The Institute of Social Sciences, Konya
43. Fu, R., Gartlehner, G., Grant, M., Shamliyan, T., Sedrayan, A., Wilt, T.J., Griffith, L., Oremus, M., Raina, P., Ismaila, A. Santaguida, P., Lau, J., & Trikalinos, T.A. (2011). Conducting Quantitative Synthesis when comparing medical interventions: AHRQ and the Effective Health Care Program. Journal of Clinical Epidemiology, (64), 1187-1197. https://www.ncbi.nlm.nih.gov/books/NBK49407/pdf/Bookshelf_NBK49407.pdf.
44. Fukuda, A. (2017). The Japanese EFL Learners’ self-regulated language learning and proficiency. Journal of Pan-Pacific Association of Applied Linguistics, 22(1), 65-87. https://doi.org/10.25256/PAAL.22.1.4
45. *Garrido-Vargas, M. (2012). Relationship of self-regulated learning and academic achievement among English language learners (Unpublished Doctoral Dissertation). The University of Arizona Graduate College, Arizona, USA
46. Glass, G. V. (1976). Primary, secondary, and meta-analysis of research. Educational Researcher, 5(10), 3–8. https://doi.org/10.2307/1174772
47. Gözübüyük Hazen, N. (2024). Okul öncesi dönemde öz düzenleme ile ilgili yapılan araştırmaların sistematik incelenmesi [A systematic review of research on self-regulation in preschool]. EKEV Akademi Dergisi (98), 148-183. https://doi.org/10.17753/sosekev.1400724
48. Guan, R., Raković, M., Chen, G., Gaševi´c, D. (2024). How educational chatbots support self-regulated learning? A systematic review of the literature. Education and Information Technologies. https://doi.org/10.1007/s10639-024-12881-y
49. Guntur, M., & Purnomo, Y.W. (2024). A meta-analysis of self-regulated learning interventions studies on learning outcomes in online and blended environments. Online Learning Journal, 28 (3), 563-584. https://doi.org/10.24059/olj.v28i3.4025
50. Gümrükçü-Bilgici, B. (2023). A review of graduate theses in the field of self-regulation in preschool in Turkey. International Online Journal of Education and Teaching (IOJET), 10(4),2610-2628. https://www.iojet.org/index.php/IOJET/article/view/2025
51. *Güneyli, T. (2016). 6.sınıf öğrencilerinin öz-düzenleyici öğrenme stratejileri ile İngilizceye yönelik tutum ve başarıları arasındaki ilişkinin incelenmesi [Examination of the relationship between self-regulated learning strategies and attitudes of sixth graders towards english and their english achievement]. (Yayımlanmamış Yüksek Lisans Tezi). Afyon Kocatepe Üniversitesi Sosyal Bilimler Enstitüsü, Afyonkarahisar
52. *Güven, S. (2023). Tersine eğitim modelinin İngilizce öğretiminde akademik başarıya ve çevrimiçi öz düzenleme becerilerine etkisi [The impact of flipped classroom model on academic achievement and online self-regulated skills in English teaching]. (Yayımlanmamış Yüksek Lisans Tezi). Afyon Kocatepe Üniversitesi Sosyal Bilimler Enstitüsü, Afyonkarahisar
53. *Habibah, R. (2023). The correlation among self-regulated learning, reading comprehension and English academic achievement (A correlational study of eighth grade students at Public Junior High School Jakarta Academic Year 2022/2023) (Unpublished Master’s Thesis). Syarif Hidayatullah State Islamic University Faculty of Educational Sciences, Jakarta, Indonesia
54. Halili, S.H., & Zainuddin, Z. (2015). Flipping the classroom: What we know and what we don’t. The Online Journal of Distance Education and e-Learning 3(1), 28–35. https://www.tojned.net/journals/tojdel/articles/v03i01/v03i01-04.pdf
55. *Halloran, R.K. (2010). Self-regulation, executive function, working memory, and academic achievement of female high school students (Unpublished Doctoral Dissertation). Fordham University The Graduate School of Education, New York, America
56. Hemmler, Y.M., & Ifenthaler, D. (2024). Self-regulated learning strategies in continuing education: A systematic review and meta-analysis. Educational Research Review, 45 (100629), 1-25. https://doi.org/10.1016/j.edurev.2024.100629
57. *Inrawati, W.O.F., Mursalim, & Nggawu, L. O. (2024). The correlation between self-regulated learning and students writing achievement at English Departement. Journal of Teaching of English, 9(2), 243–248. https://jte.uho.ac.id/index.php/journal/article/view/150
58. *İnan, B. (2013). The relationship between self-regulated learning strategies and academic achievement in a Turkish EFL setting. Educational Research and Review, 8(17), 1544-1550. http://dx.doi.org/10.5897/ERR2013.1561
59. Jeon, E. H., & Yamashita, J. (2014). L2 reading comprehension and its correlates: A meta‐analysis. Language Learning, 64(1), 160-212. https://doi.org/10.1111/lang.12034
60. *Jiwani, R.S. (2018). The correlation between self-regulated learning strategies and students’ GPA in English education at the Universitas Islam Indonesia (Unpublished Undergraduate Thesis). Islamic University of Indonesia Faculty of Psychology and Sociocultural Sciences, Yogyakarta, Indonesia
61. *Jubier, M.M., Baharum, H.I., & Said, S.M. (2024). Exploring the predictive value of self-regulation and thinking skills on the writing performance of Iraqi advanced EFL learners on TOEFL iBT. The Asia-Pacific Education Researcher. https://doi.org/10.1007/s40299-024-00906-6
62. Junaštíková, J. (2024). Self-regulation of learning in the context of modern technology: a review of empirical studies. Interactive Technology and Smart Education, 21 (2), 270-291. https://doi.org/10.1108/ITSE-02-2023-0030
63. *Kanat, F. (2018). Ortaokul 8.sınıf öğrencilerinin İngilizce öğrenmeye ilişkin motivasyonel stratejileri, tutumları ve akademik başarıları arasındaki ilişki [The relationship between 8th grade secondary school students' motivational strategies, attitudes and academic achievements related to English learning]. (Yayımlanmamış Yüksek Lisans Tezi). Van Yüzüncü Yıl Üniversitesi Eğitim Bilimleri Enstitüsü, Van
64. Karabulut, H.İ. (2020). Teknoloji destekli alternatif öğretim yöntemlerinin İngilizce başarısı üzerindeki etkililiği: Bir meta-analiz çalışması [The effectiveness of technology-enhanced language teaching methods on achievement in English: A meta-analysis] (Yayımlanmamış Doktora Tezi [Unpublished Doctoral Dissertation]). Eskişehir Osmangazi Üniversitesi Eğitim Bilimleri Enstitüsü, Eskişehir.
65. Karatas, H., Alci, B., Bademcioglu, M., & Ergin, A. (2016). Analysing university English preparatory class students’ self-regulation strategies and motivational beliefs using different variables. Procedia-Social and Behavioral Sciences, 232, 403-412. https://doi.org/10.1016/j.sbspro.2016.10.056
66. Kazu, İ. Y., & Yavuz, F. S. (2021). Öz düzenleme becerileri üzerine yapılmış lisansüstü çalışmaların bibliyografik olarak incelenmesi [Bibliographic review of the postgraduate studies on self-regulation skills]. Trakya Eğitim Dergisi, 11(3), 1471-1483. https://doi.org/10.24315/tred.853747
67. *Kha, N.L.T., & Yen, P.H. (2022). The interaction between self-regulated learning strategies and EFL teenager learners’ postcard writing at English center in Mekong Delta, Vietnam. European Journal of English Language Teaching, 7 (5), 37-56. http://dx.doi.org/10.46827/ejel.v7i5.4449
68. *Lee, J., & Ko, Y. (2023). Effects of self-regulation, goal orientation, and anxiety on EFL speaking in metaverse and face-to-face contexts. English Teaching, 78(4), 219-248. https://doi.org/10.15858/engtea.78.4.202312.219
69. *Li, J., & Wang, C. (2024). Mediating roles of motivational beliefs and vocabulary learning strategies for the relationship between self-regulation and vocabulary proficiency. European Journal of Education, 00 (e12706), 1-16. https://doi.org/10.1111/ejed.12706
70. *Liu, C. Y., Jiao, Y., & Qiu, W. T. (2022). The roles of language aptitude and online self-regulated learning in foreign language achievements. Language Teaching Research Quarterly, 31, 83-100. https://doi.org/10.32038/ltrq.2022.31.07
71. Luo, R.Z., & Zhou, Y.L. (2024). The effectiveness of self-regulated learning strategies in higher education blended learning: A five years systematic review. Journal of Computer Assisted Learning, 40(6), 3005–3029. https://doi.org/10.1111/jcal.13052
72. *Mahadi, R., Shafie, L.A., & Abdullah, S. (3 May 2021). A correlation between meta-cognitive self-regulated learning strategies (meta-SRLls) and English language achievement. AIP Conference Proceedings, 2339 (1), 1-9. https://doi.org/10.1063/5.0044582
73. *Mahmoodi, M. H., & Karampour, F. (2019). Relationship between Iranian intermediate EFL learners' foreign language causal attributions, meta-cognitive self-regulation and their L2 speaking performance. Journal of Modern Research in English Language Studies, 6(2), 77-53. https://doi.org/10.30479/jmrels.2019.11253.1406
74. *Mahmoodi, M.H., Kalantari, B., & Ghaslani, R. (2014). Self-regulated learning (SRL), motivation and language achievement of Iranian EFL learners. Procedia-Social and Behavioral Sciences, (98), 1062-1068. https://doi.org/10.1016/j.sbspro.2014.03.517
75. *Mallahi, O. (2024). Exploring the status of self-regulated strategies and self-efficacy beliefs in learning English grammar among Iranian EFL learners. Iranian Journal of Educational Research, 3 (3), 93-112. https://doi.org/10.22034/3.3.93
76. *Mallahi, O. (2020). Examining the extent of self-regulatory strategy use and writing competence of Iranian EFL learners. Applied Linguistics Research Journal, 4 (3), 13-23. https://doi.org/10.14744/alrj.2020.70883
77. Martínez-López, Z., Nouws, S., Villar, E., Mayo, M.E., & Tinajero, C. (2023). Perceived social support and self-regulated learning: A systematic review and meta-analysis. International Journal of Educational Research Open, 5, 1-12. https://doi.org/10.1016/j.ijedro.2023.100291
78. *McNaughton, S., Rosedale, N., Zhu, T., Siryj, J., Oldehaver, J., Teng, S. L., Williamson, R., & Jesson, R. (2022). Relationships between self-regulation, social skills and writing achievement in digital schools. Reading and Writing: An Interdisciplinary Journal, 35(5), 1201–1219. https://doi.org/10.1007/s11145-021-10232-8
79. Muir, R.A., Howard, S.J., & Kervin, L. (2023). Interventions and approaches targeting early self-regulation or executive functioning in preschools: A systematic review. Educational Psychology Review, 35 (27), 1-32. https://doi.org/10.1007/s10648-023-09740-6
80. *Mujiono. (2024). Self-efficacy and self-regulated learning’s role in self-directed learning’s ımpact on academic writing problem-solving for EFL undergraduates. Indonesian Journal of English Language Teaching and Applied Linguistics, 9(1), 19-32. http://dx.doi.org/10.21093/ijelta l.v9i1.1667
81. *Nejati, R. (2022). The relationship between students' self-regulated learning and reading comprehension in Iranian online classes in the COVID era. Teaching English Language, 16(2), 85-109. https://doi.org/10.22132/TEL.[phone]
82. *Nie, Y., Sun, B., & Xiong, F. (2024). Motivation and self-regulated learning profiles: A person-centered perspective of English learning and achievement in an Asia context. System, 125, (103448), 1-13. https://doi.org/10.1016/j.system.2024.103448
83. *Nodeh, H. (2021). The relationship between self-regulated learning strategies and students’ academic performance in English course. Pakistan Journal of Medical & Health Sciences, 15 (7), 2261-2263. https://doi.org/10.53350/pjmhs211572261
84. Omari, O., & Arssi, A. (2024) Exploring self-regulated learning strategies in reading comprehension for English majors: A post-pandemic perspective. Journal of College Reading and Learning, 54(2), 103-124. https://doi.org/10.1080/10790195.2024.2359510
85. *Ömür, M. (2020). Yabancı dil öğrencilerinin öz düzenleme stratejileri kullanımı ile güdülenme seviyeleri arasındaki ilişkinin incelenmesi [Investigating the relationship between foreign language learners' use of self-regulation strategies and their level of motivation] (Yayımlanmamış Yüksek Lisans Tezi [Unpublished Master’s thesis). Dokuz Eylül Üniversitesi Eğitim Bilimleri Enstitüsü, İzmir
86. *Özdinç-Delbesoğlugil, A.B. (2013). As predictors of academic success in EFL classrooms, self-regulation, self-esteem and attitude (A case study) (Unpublished Master’s thesis). University of Gaziantep Graduate School of Educational Sciences, Gaziantep
87. Öztop, F., & Toptaş, V. (2022). Matematik başarısı ile okuduğunu anlama becerisi arasındaki ilişki: Bir meta-analiz çalışması [The relationship between mathematics achievement and reading comprehension skill: A meta-analysis study]. Yıldız Journal of Educational Research, 7(1), 12-21. https://doi.org/10.14744/yjer.2022.002
88. *Öztürk, G.G. (2020). Applying self-regulated learning strategies with ICT tool for out of class language learning and its effect on students’ academic success (Unpublished Master’s thesis). Yeditepe University Institute of Educational Sciences, Istanbul
89. *Pamuk, İ. (2023). The effect of flipped approach on EFL learners’ writing achievement (Unpublished Doctoral Dissertation). Hacettepe University Graduate School of Educational Sciences, Ankara
90. Pincus T., Miles C., Froud R., Underwood M., Carnes D., & Taylor, S.J.C. (2011). Methodological criteria for the assessment of moderators in systematic reviews of randomised controlled trials: A consensus study. BMC Medical Research Methodology, (11), 1-14. https://doi.org/10.1186/1471-2288-11-14.
91. Posner, M., & Rothbart, M. (2000). Developing mechanisms of self-regulation. Development and Psychopathology, 12(3), 427-441. https://doi.org/10.1017/S0954579400003096
92. *Rahmawati, Y.R. (2024). Investigating the students’ self-efficacy, self-regulated learning (SRL) strategies and English writing achievement (A Correlational Study at Eighth-Grade Students of Salatiga State Junior High School in the Academic Year 2022/2023) (Unpublished Master’s Thesis). Salatiga Statement Islamic University, Indonesia
93. Rajić, A. G., Šafranj, J., & Prtljaga, J. (2022). Predictive values of the structure of the self-regulatory construct in l2 learning of the gifted. Research in Pedagogy, 12(1), 186-215. https://doi.org/10.5937/IstrPed2201186G
94. Santi, E., Kholipa, R., Putri, M.G., & Mujiono. (2021). Reading interest strength and vocabulary acquisition of EFL learners: A meta-analysis. Journal of Language and Linguistic Studies, 17(3), 1225-1242. https://doi.org/10.52462/jlls.87
95. Schunk, D. H., & Zimmerman, B. J. (2007). Influencing children’s self-efficacy and self-regulation of reading and writing through modeling. Reading & Writing Quarterly, 23(1), 7–25. https://doi.org/10.1080/10573560600837578
96. *Sun, T., & Wang, C. (2020). College students’ writing self-efficacy and writing self-regulated learning strategies in learning English as a foreign language. System, 90 (102221), 1-17. https://doi.org/10.1016/j.system.2020.102221
97. Şen, S., & Yıldırım, İ. (2020). CMA ile meta-analiz uygulamaları [Meta-analysis technics with CMA. Anı Yayıncılık
98. *Şentürk, B. (2016). Self-regulation strategies and vocabulary size of EFL Turkish University students. Procedia-Social and Behavioral Sciences, 232, 90-97. https://doi.org/10.1016/j.sbspro.2016.10.023
99. Temel, M.A., & Karaağaoğlu, E. (2001). Tıpta meta-analizi [Meta-analysis in science]. Hacettepe Tıp Dergisi, 32 (2), 184-190. https://actamedica.org/index.php/actamedica/article/view/255/222.
100. *Teng, L. S., & Zhang, L. J. (2018). Effects of motivational regulation strategies on writing performance: A mediation model of self-regulated learning of writing in English as a second/foreign language. Metacognition and Learning, 13(2), 213–240. https://doi.org/10.1007/s11409-017-9171-4
101. Theobald, M. (2021). Self-regulated learning training programs enhance university students’ academic performance, self-regulated learning strategies, and motivation: A meta-analysis. Contemporary Educational Psychology, 66, 1-19. https://doi.org/10.1016/j.cedpsych.2021.101976
102. Tsai, C. W., Shen, P. D., & Fan, Y. T. (2013). Research trends in self-regulated learning research in online learning environments: A review of studies published in selected journals from 2003 to 2012. British Journal of Educational Technology, 44(5), 107-110. https://doi.org/10.1111/bjet.12017
103. Tutkun, C., Filiz, T., & Akbaba, F. (2022). Türkiye’de öz düzenleme ile ilgili yapılan araştırmalardaki genel eğilimlerin incelenmesi [Investigation of the general trends in the studies conducted on self-regulation in Turkey]. Van Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 19(2), 328-349. https://doi.org/10.33711/yyuefd.1067613
104. Uchihara, T., Webb, S., & Yanagisawa, A. (2019). The effects of repetition on incidental vocabulary learning: A meta‐analysis of correlational studies. Language Learning, 69(3), 559-599. https://doi.org/10.1111/lang.1234
105. URL-1.(2024).Fisher-z-transformation.https://www.psychometrica.de/correlation.html#fisher
106. van Houten-Schat, M. A., Berkhout, J. J., van Dijk, N., Endedijk, M. D., Jaarsma, A. D. C., & Diemers, A. D. (2018). Self-regulated learning in the clinical context: a systematic review. Medical Education, 52(10), 1008–1015. https://doi.org/10.1111/medu.13615
107. Vasu, K. A., Mei Fung, Y., Nimehchisalem, V., & Md Rashid, S. (2022). Self-regulated learning development in undergraduate ESL writing classrooms: Teacher feedback versus self-assessment. RELC Journal, 53(3), 612-626. https://doi.org/10.1177/0033688220957782
108. *Wardani, A.D., Munir, A., Lestari, L.A., & Anam, S. (2023). Self-regulated learning strategies and their relationship to grammar achievement of undergraduate English department students. LLT Journal: A Journal on Language and Language Learning, 26 (2), 634-649. https://doi.org/10.24071/llt.v26i2.6638
109. *Wilby, J. (2022). Motivation, self-regulation, and writing achievement on a university foundation programme: A programme evaluation study. Language Teaching Research, 26(5), 1010-1033. https://doi.org/10.1177/1362168820917323
110. *Yağlı, Ü. (2014). İngilizce dersinde öğrenmede kullanılan öz-düzenleme stratejileri ve motivasyonun başarı ile ilişkisi [The Self-regulatory strategies and motivation used in learning English and its relation to achievement]. Karaelmas Eğitim Bilimleri Dergisi, 2(1), 108-116. https://dergipark.org.tr/tr/download/article-file/2160914
111. Yalçın, C. (2024). Technology-supported self-regulated language learning: a systematic review. Inonu University Journal of the Faculty of Education, 25(2), 461-480. https://doi.org/10.17679/inuefd.1396935
112. *Yeniçıkan, S. (2020). The relationship between self-regulation strategies and academic achievement at a university context (Unpublished Master’s Thesis). Çağ University Institute of Social Sciences, Mersin
113. *Yuksel, D., Soruç, A., Horzum, B., & McKinley, J. (2023). Examining the role of English language proficiency, language learning anxiety, and self-regulation skills in EMI students’ academic success. Studies in Second Language Learning and Teaching, 13(2), 399–426. https://doi.org/10.14746/ssllt.38280
114. Zheng, C., Liang, J.-C., Li, M., & Tsai, C.-C. (2018). The relationship between English language learners’ motivation and online self-regulation: A structural equation modelling approach. System, 76(1), 144–157. https://doi.org/10.1016/j. system. 2018. 05. 003
115. *Zhu, J., Yang, Y., & Yan, Z. (2024). Relationships between teacher feedback and English writing proficiency in Chinese students: The mediating effect of writing self-regulated learning strategies. System, 123 (103338), 1-16. https://doi.org/10.1016/j.system.2024.10333
116. *Zorlu, S. (2019). Meslek lisesi öğrencilerinin öz-düzenleme stratejileri ve İngilizce öz-yeterlik inancı ile başarıları arasındaki ilişkinin incelenmesi [Analysis of the relationship between vocational high school students' success with their self-regulation strategies and self-efficacy beliefs in English]. (Yayımlanmamış Yüksek Lisans Tezi [Unpublished Master’s thesis]). Ege Üniversitesi Eğitim Bilimleri Enstitüsü, İzmir