ASSESSING UNIVERSITY STUDENTS’ USE OF SELF-REGULATED LEARNING STRATEGIES IN ENGLISH SUBJECT

Abstract

Self-regulated students involve in self-generated ideas, activities, and feelings when following educational goals. Furthermore, the successful students utilize suitable strategies of self-regulated learning and sustain their motivational level. Few research studies were conducted on self-regulated learning toexamine the individual differences such as gender among university students. The study was conducted to assess use of self-regulated learning strategies of university students in English Subject. Self-regulated learning strategies have two components: cognitive strategies &meta-cognitive strategies. The nature of this study was quantitative. Survey method was used to conduct this study. Target population was consisted of all students enrolled in BS (Hons) English program across the different general public-sector universities of Punjab province. Moreover, all students enrolled in general public-sector universities of central Punjab province were the accessible population of this study. Sample was selected by cluster random sampling technique. Sample of the study was comprised of 831 students of BS English program enrolled in 5 general public-sector universities that were randomly selected from all 8 general public-sector universities of central Punjab province. They were assessed on use of self-regulated learning strategies by using Questionnaire about Self-Regulated Learning Strategies. Data was analyzed by using t-test and ANOVA. Results indicated that there was significant difference in use of cognitive and meta-cognitive strategies scores for males and females’ students. Difference for use of cognitive strategies between 2^nd and 4^th semester, 4^th and 6^th semester and 4^th and 8^th semester was found significant. And Difference for use of meta-cognitive strategies between 2^nd and 8^th semester, 4^th and 6^th semester and 4^th and 8^th semester was found significant.