Self-regulated learning and language achievement among CELPAD students at IIUM University /

English language learners (ELL) need to learn English to be able to access the academic content. Although ELL may be able to communicate effectively in everyday situations, they may struggle to acquire the language of instruction which impacts their academic performance in the university. Therefore,...

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Bibliographic Details
Main Author: Yasmine, Chafai (Author)
Format: Thesis
Language:English
Published: Kuala Lumpur : Kulliyyah of Education, International Islamic University Malaysia, 2017
Subjects:
Online Access:http://studentrepo.iium.edu.my/handle/123456789/4057
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040 |a UIAM  |b eng  |e rda 
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100 1 |a Yasmine, Chafai,  |e author 
245 1 0 |a Self-regulated learning and language achievement among CELPAD students at IIUM University /  |c by Chafai Yasmine 
264 1 |a Kuala Lumpur :  |b Kulliyyah of Education, International Islamic University Malaysia,  |c 2017 
300 |a xii, 99 leaves :  |b illustrations ;  |c 30cm. 
336 |2 rdacontent  |a text 
347 |2 rdaft  |a text file  |b PDF 
502 |a Thesis (MED)--International Islamic University Malaysia, 2017. 
504 |a Includes bibliographical references (leaves 84-91). 
520 |a English language learners (ELL) need to learn English to be able to access the academic content. Although ELL may be able to communicate effectively in everyday situations, they may struggle to acquire the language of instruction which impacts their academic performance in the university. Therefore, this study aimed to examine the relationship between Self-regulated learning and language achievement among language learners in a public university in Malaysia and to describe the SRL strategies used by a high achieving English language learner. A mixed method research method was employed. In phase 1, data was collected via the Motivated Strategies for Learning Questionnaire. The population of the study was students from the Center for Languages and Pre-University Academic Development (CELPAD). 220 participants for this study were selected through a randomized sampling method. SPSS software (version 20) was run to analyze the data using descriptive and inferential analysis. The results of the first phase showed that there is a small positive relationship between SRL and language achievement (r= .141). In regard to SRL and demographic variables, the analysis showed no significant differences between gender, English levels, undergraduate and post graduate students, and non-Malaysian and Malaysian students in terms of using SRL. In phase 2, the Self-Regulated Learning Interview Schedule (SRLIS) was used, and a case study design was employed through a semi-structured interview with one 21 years old female who is learning English. Six emergent themes were found: cognitive strategies, cooperation with friends/classmates, communication between student and teacher, using multiple sources, overcoming the difficulties, and seeking help from friends. Further research is recommended in various contexts regarding the phenomenon of SRL. 
596 |a 1 
610 |a International Islamic University Malaysia  |x Students 
655 7 |a Theses, IIUM local 
690 |a Dissertations, Academic  |x Department of Educational Psychology & Counseling  |z IIUM 
710 2 |a International Islamic University Malaysia.  |b Department of Educational Psychology and Counselling 
856 4 |u http://studentrepo.iium.edu.my/handle/123456789/4057 
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