SELF-REGULATED LEARNING STRATEGIES OF TERTIARY LEVEL EFL LEARNERS
Nevşehir Hacı Bektaş Veli Üniversitesi SBE Dergisi, cilt.14, sa.2, ss.756-769, 2024 (TRDizin)
- Yayın Türü: Makale / Tam Makale
- Cilt numarası: 14 Sayı: 2
- Basım Tarihi: 2024
- Doi Numarası: 10.30783/nevsosbilen.1463866
- Dergi Adı: Nevşehir Hacı Bektaş Veli Üniversitesi SBE Dergisi
- Derginin Tarandığı İndeksler: TR DİZİN (ULAKBİM)
- Sayfa Sayıları: ss.756-769
- Anadolu Üniversitesi Adresli: Evet
Özet
The study tries to find out if there is a significant relationship between self-regulated learning skills of EFL students in terms of gender and English proficiency level. The data of the research were collected from 96 elementary and 88 upper -intermediate level students studying in an intensive preparatory program. The instrument used in the study was The Self-Regulated Language Learning Strategy Usage Scale which consists of 35 items under 6 subheadings as Cognitive, Affective, Socio-cultural Interactive, Meta-Cognitive, Meta-Emotional, Meta-Socio-cultural Interactive, suggested by the S2R model. Data analysis was performed using SPSS 24 program and Independent variable t test. The results of the study revealed that there was no difference between the two student groups in terms of the use of self-regulated learning strategies. Based on the results obtained, some inferences were made about students becoming more autonomous by using self-regulated learning strategies outside the classroom.
The study tries to find out if there is a significant relationship between self-regulated learning skills of EFL students in terms of gender and English proficiency level. The data of the research were collected from 96 elementary and 88 upper - intermediate level students studying in an intensive preparatory program. The instrument used in the study was The Self-Regulated Language Learning Strategy Usage Scale which consists of 35 items under 6 subheadings as Cognitive, Affective, Socio-cultural Interactive, Meta-Cognitive, Meta- Emotional, Meta-Socio-cultural Interactive, suggested by the S2R model. Data analysis was performed using SPSS 24 program and Independent variable t test. The results of the study revealed that there was no difference between the two student groups in terms of the use of self- regulated learning strategies. Based on the results obtained, some inferences were made about students becoming more autonomous by using self-regulated learning strategies outside the classroom.