An Analysis of Learning Strategies through Self-Regulation Theory

This study examined learners’ perceptions of learning strategies across three phases of self-regulated learning (SRL): forethought, performance and self-reflection stages. In particular, the study focused on the learners' perceptions of each phase and the relationships between the three phases. A quantitative survey design was used and 289 learners were surveyed and answered a 42-item questionnaire with a five-point likert scale. Metacognitive self-regulation and cognitive strategies (rehearsal, organisation, elaboration and critical thinking) were measured in the forethought phase and in the performance phase, respectively. Self-reflection was assessed by resource-management strategies, which included environment management, time management, effort regulation and help-seeking. Data regarding learners perceptions were analysed using descriptive statistics and Pearson correlation analysis was used to investigate the relationship between the three phases. The results revealed that the three phases were seen positively by the learners in general. In the forethought phase, learners were able to exhibit metacognitive awareness; in the performance phase, they used cognitive strategies actively; in the self-reflection phase, they showed positive utilization of resource management strategies. The correlation analysis showed that the forethought and performance, performance and self-reflection, and self-reflection and forethought were all strong positive correlations. These results confirm the cyclical theory of SRL and suggest that planning, strategy use and reflective adjustment are interrelated components of effective language learning. The study emphasizes the significance of supporting learners' learning strategies during all stages of the learning process in the language.

self-regulated learning, language-learning strategies, metacognitive self-regulation, cognitive strategies, resource management.

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