Demographic Factors in Influencing Self-Regulated Language Learning Using Technologies among Malaysian Universities Students

This study aims to explore the use of self-regulated learning (SRL) strategies using technologies among students at selected Malaysian universities when they are learning language. Utilising quantitative method, this study examines the influence of demographic factors and digital readiness in shaping students’ engagement with technology. 121 students from several public universities in Malaysia answered the Survey of Self-regulated Learning with Technology at the University (SRLTU) and the findings revealed that students are most inclined to metacognitive and resource management strategies when using technology for language learning. There were also variabilities found in terms of gender, age and device use in influencing students’ use of SRL. This study contributes to the growing body of literature on technology use in higher education by illuminating the critical role of self-regulated learning strategies and digital readiness in affecting students’ language learning. It also highlights the variability among students in various factors which can help inform instructors and institutions in taking the appropriate measures to ensure effective learning experience for all students.

self-regulated learning strategies, technologies, language learning

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