Self-Regulated Learning Strategies for Text Comprehension: A Malaysian Experience

Abstract

This short intervention study was aimed at determining the extent to which ESL (English as a Second Language) university students use Self-regulated learning strategies which include planning, monitoring, problem solving and evaluating. It was also aimed at assessing the degree of awareness on the part of the students their self-efficacy beliefs in using self-regulated strategies. The study was conducted on a group of ESL students at a public Malaysian university for a period of a month. The investigation was carried out within thirty (30) hours of reading classes whereby the students were exposed to the four self-regulated learning strategies. Direct Explanation Method was used to teach students on using SRL strategies. The research employed a mixed method incorporating both quantitative and qualitative paradigms. The data were collected using Likert-type inventories and immediate written recall protocols. The findings of the study reveal that the students were using the strategies frequently throughout their reading process. The findings also show that the students were confident of their ability in using the strategies as they demonstrated high scores on the self-rating self-efficacy scale. The research provides insights into the nature of learning the students need especially as regards strategy use. It is recommended that a longitudinal study be conducted in order to obtain a more comprehensive data to determine the students' effectiveness and efficacy in using the strategies in the context of text comprehension.