The Relationship between Self-regulated Learning Strategies and English Language Abilities and Knowledge of Undergraduate Students.

This paper aimed to explore the impact of self-regulated learning strategies on English language abilities and knowledge of 421 final-year undergraduate students at a public university in Thailand. The instruments used in the present study were 1) the 65-item Questionnaire of English Self-Regulated Learning Strategies (QESRLS), and the English Exit Exam (EEE) comprising 80 multiple-choice items, namely, 20 items for the grammar part, 20 items for the reading part, 20 items for the writing part, and 20 items for the language function (speaking) part. Descriptive statistics of frequency, percentage, mean, and standard deviation as well as inferential statistics of Pearson Correlation Coefficient and Multiple Indicators Multiple Causes (MIMIC) Model were utilized to analyze the data gained. The findings reveal the correlation between the participants' use of self-regulated learning strategies and the overall English language abilities and knowledge as well as the four aspects of them: grammar, reading, writing, and language function (speaking). Besides, the interpretation guessing strategies, the self-evaluation strategies, and the persistence strategies when faced with challenges were positively associated with the English language abilities and knowledge. The findings shed some light on the integration of self-regulated learning strategies into English language courses or curricula. [ABSTRACT FROM AUTHOR]