Abstract:
This study employed a qualitative design involving multiple case studies to explore how six English Language learners used self-regulated learning (SRL) strategies to complete language learning tasks and cope with the challenges of learning and using English as a second language. The case studies of the English language learners provided a detailed description of self-regulation among tertiary level students in Malaysia. This study explored the personal and contextual factors that might act as facilitators and constraints of the participants’ self-regulation. This study is underpinned by a social cognitive theory of self-regulation as a conceptual and theoretical framework. The primary data sources of this study were multiple interviews with the learners over a semester and interviews with three language instructors. Course documents and assignments, students’ reflective diaries, and notes on observations were additional data sources. Thematic analysis of the data indicated that the six English language learners used SRL strategies in unique and varying degrees, within their Academic Communication course and in the university context. Findings from the study suggest that personal and environmental factors influence the self-regulated learning strategies used in language learning. Implications for language teachers at the tertiary level were identified and discussed.
