Self-regulated learning strategies among ESL and TESL students in UNIMAS
This study explored the self-regulated learning strategies used by the English-as-a-second-language (ESL) and teach - English - as - a - second - language (TESL) students in Universiti Malaysia Sarawak. The purpose s of t his study are to investigate w hat...
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主要作者: | |
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格式: | Final Year Project Report |
語言: | English |
出版: |
Universiti Malaysia Sarawak, UNIMAS
2007
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主題: | |
在線閱讀: | http://ir.unimas.my/id/eprint/6745/3/SAW%20LEE%20WEI.pdf http://ir.unimas.my/id/eprint/6745/ |
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總結: | This study explored the self-regulated learning strategies used by the English-as-a-second-language
(ESL)
and
teach
-
English
-
as
-
a
-
second
-
language
(TESL)
students
in
Universiti Malaysia Sarawak.
The purpose
s
of t
his study are to investigate w
hat self
-
regulated learning strategies are preferred and non
-
preferred by ESL and TESL students,
what demograp
hic characteristics (gender,
age
, and course
) have determined on the
choice of
self
-
reg
ulated learning strategies, and which self
-
regulated learni
ng strategies
has influenced the achievement (CGPA) of ESL and TESL students in UNIMAS.
Sixty
-
nine ESL
students
and one hundred and thirteen TESL
students
participated in this study.
This study used survey design and data was collected using the Motivated
Strategies for
Learning Questionnaire (MSLQ). The analysis showed that cognitive learning strategy
(M=3
.68) was
most frequently used
self
-
regulated learning strategy
by the
ESL and
TESL
students
, both the male and female students, from the age groups of 15
-
24, 25
-
34,
and 35
-
44. T
ime and study environment management strategy
(M=3.38)
was the least
frequently used
self
-
regulated learning strategy by the male and female students from the
age groups of 25
-
34 and 35
-
44. F
emale students
and ESL students
used more
self
-
regulated learning strategies than male students and
TESL students. G
ender did show
different favor in using self
-
regula
ted learning strategies. Besides, there were significant
differences (p>
.05) in self
-
regulated learning strategies between the ag
e groups.
Students
with different CGPA did show different favor in using self
-
regulated learning strategies.
Implications and suggestions for further research were put forward. |
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