The Relationship between Self-Regulation and Use of Language Learning Strategies in Secondary School Students

Autor/in	Canbay, Furkan
Titel	The Relationship between Self-Regulation and Use of Language Learning Strategies in Secondary School Students
Quelle	In: PASAA: Journal of Language Teaching and Learning in Thailand, 60 (2020), S.1-22 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0125-2488
Schlagwörter	Metacognition; Learning Strategies; Correlation; Secondary School Students; Measures (Individuals); Second Language Learning; Learning Experience; Educational Attainment; Mothers; Age Differences; Fathers; Family Income; Foreign Countries; English (Second Language); Second Language Instruction; Turkey; Strategy Inventory for Language Learning + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Korrelation; Sekundarschüler; Messdaten; Zweitsprachenerwerb; Lernerfahrung; Bildungsabschluss; Bildungsgut; Mother; Mutter; Age; Difference; Age difference; Altersunterschied; Familieneinkommen; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Türkei
Abstract	This study aimed to investigate the relationship between self-regulation and use of language learning strategies. The participants were 264 secondary school students from a foundation school. The study employed Strategy Inventory for Language Learning, which was developed by Oxford (1990), Self-Regulation Skills Scale, which was developed by Arslan (2011), and the Personal Information Form prepared by the researcher as data collection instruments. The data, which were gathered from these tools, were analysed through SPSS 18.0 program. The findings showed that the students had a medium level of language strategy use although they were young learners and had a little previous learning experience. It was also seen that there was a relationship between self-regulation and use of language learning strategies. Additionally, it was found out that age, level of income and education level of mothers influenced the development of self-regulation in children. We can claim that teaching students self-regulation strategies at early ages can back up their educational development and language learning. (As Provided).
Anmerkungen	Chulalongkorn University Language Institute. Prem Purachatra Building, Chulalongkom University, Phayathai Road, Pathumwan, Bangkok 10330, Thailand. Tel: +66-2-218-6092; Fax: +66-2-218-6104; e-mail: pasaa.editor@gmail.com; Web site: http://www.culi.chula.ac.th/publicationsonline/home_p1.php
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01