ESL undergraduates' self-regulated learning dimensions / Megos Simak

The study aimed to find out the degree of self-regulated learning dimensions of persistence, efficacy and reflection among ESL undergraduates. This study involved a group of ESL undergraduates doing Bachelor of Office Management at Universiti Teknologi MARA (UiTM) Sarawak as respondents. To assess t...

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Main Author:	Simak, Megos
Format:	Thesis
Language:	English
Published:	2012
Subjects:	Data processing Including SPSS Learning ability Institutions of higher education
Online Access:	https://ir.uitm.edu.my/id/eprint/36843/1/36843.pdf
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id	my-uitm-ir.36843
record_format	uketd_dc
spelling	my-uitm-ir.368432020-11-17T02:53:42Z ESL undergraduates' self-regulated learning dimensions / Megos Simak 2012-03 Simak, Megos Data processing. Including SPSS Learning ability Institutions of higher education Test of English as a Foreign Language. TESL The study aimed to find out the degree of self-regulated learning dimensions of persistence, efficacy and reflection among ESL undergraduates. This study involved a group of ESL undergraduates doing Bachelor of Office Management at Universiti Teknologi MARA (UiTM) Sarawak as respondents. To assess these students’ self-regulated learning dimensions, the researcher used Motivated Strategies Questionnaire for Learning (MSLQ). There are 81 items for the students to respond to in relation to their Self-regulated Learning Dimensions. Based on a survey research design employing convenience sampling, the questionnaire was administered to 40 ESL undergraduates and all questionnaires were completed. The analysis of the questionnaire was done using Statistical Package for Social Sciences (SPSS) Version 17.0 for descriptive statistics. The results indicate that the students scored an average range of mean score of 3.07 to 3.89 on a 7-point Likert scale: (1) representing ‘not at all true' and (7) representing ‘very true of me'. Therefore, based on the general scores of the students, it may be possible to say that they are at the mid-point of the scale, leaning towards ‘very true of me’. This indication might reflect the students’ level of confidence of their Self-regulated Learning Dimensions in motivation and learning strategy which seems to be leaning towards agreeing with the items in the questionnaire. 2012-03 Thesis https://ir.uitm.edu.my/id/eprint/36843/ https://ir.uitm.edu.my/id/eprint/36843/1/36843.pdf text en public masters Universiti Teknologi MARA Cawangan Sarawak Faculty of Education Shah Alam
institution	Universiti Teknologi MARA
collection	UiTM Institutional Repository
language	English
topic	Data processing Including SPSS Learning ability Institutions of higher education Data processing Including SPSS
spellingShingle	Data processing Including SPSS Learning ability Institutions of higher education Data processing Including SPSS Simak, Megos ESL undergraduates' self-regulated learning dimensions / Megos Simak
description	The study aimed to find out the degree of self-regulated learning dimensions of persistence, efficacy and reflection among ESL undergraduates. This study involved a group of ESL undergraduates doing Bachelor of Office Management at Universiti Teknologi MARA (UiTM) Sarawak as respondents. To assess these students’ self-regulated learning dimensions, the researcher used Motivated Strategies Questionnaire for Learning (MSLQ). There are 81 items for the students to respond to in relation to their Self-regulated Learning Dimensions. Based on a survey research design employing convenience sampling, the questionnaire was administered to 40 ESL undergraduates and all questionnaires were completed. The analysis of the questionnaire was done using Statistical Package for Social Sciences (SPSS) Version 17.0 for descriptive statistics. The results indicate that the students scored an average range of mean score of 3.07 to 3.89 on a 7-point Likert scale: (1) representing ‘not at all true' and (7) representing ‘very true of me'. Therefore, based on the general scores of the students, it may be possible to say that they are at the mid-point of the scale, leaning towards ‘very true of me’. This indication might reflect the students’ level of confidence of their Self-regulated Learning Dimensions in motivation and learning strategy which seems to be leaning towards agreeing with the items in the questionnaire.
format	Thesis
qualification_level	Master's degree
author	Simak, Megos
author_facet	Simak, Megos
author_sort	Simak, Megos
title	ESL undergraduates' self-regulated learning dimensions / Megos Simak
title_short	ESL undergraduates' self-regulated learning dimensions / Megos Simak
title_full	ESL undergraduates' self-regulated learning dimensions / Megos Simak
title_fullStr	ESL undergraduates' self-regulated learning dimensions / Megos Simak
title_full_unstemmed	ESL undergraduates' self-regulated learning dimensions / Megos Simak
title_sort	esl undergraduates' self-regulated learning dimensions / megos simak
granting_institution	Universiti Teknologi MARA Cawangan Sarawak
granting_department	Faculty of Education Shah Alam
publishDate	2012
url	https://ir.uitm.edu.my/id/eprint/36843/1/36843.pdf
_version_	1783734368639909888

ESL undergraduates' self-regulated learning dimensions / Megos Simak

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