The levels in self-regulated learning of the English-majoring undergraduates at Can Tho University

Abstract

Studies show that incorporating self-regulated learning strategies into foreign language teaching encourages the development of autonomous learners. The present study attempts to highlight the significance of self-regulated learning in language learning as well as define the existing level in self-regulated learning of the English-majoring undergraduates at Can Tho University in terms of performance and self-evaluation of self-regulated learning. A total of 100 undergraduate foreign language learners at a university participated in the study. Data was collected from a five-point Likert-type self-regulated language learning questionnaire, adapted from models and research instruments used in previous studies to investigate self-regulated learning and language learning strategies, and the existing level in self-regulated learning of the english-majoring undergraduates at Can Tho University. The descriptive analyses indicated that the English-majoring at Can Tho University undergraduates reported moderate to high levels of self-regulated learning use. The results are meant to draw attention evidently to the importance of self-regulated learning research within the foreign language teaching field as well as foster self-regulated learning implementation in language instruction.