Journal of
Media and Communication Studies

  • Abbreviation: J. Media Commun. Stud.
  • Language: English
  • ISSN: 2141-2545
  • DOI: 10.5897/JMCS
  • Start Year: 2009
  • Published Articles: 223

Full Length Research Paper

The impact of students’ self-regulated language learning on their reading achievement in Ethiopian high schools: Grade 9 in focus

Abiy Yigzaw1* and Adelahu Fentie2
1Bahir Dar University, Faculty of Humanities, Department of English Language and Literature, Ethiopia. 2Highland College, Department of English Language and Literature, Bahir Dar, Ethiopia.
Email: [email protected]

  •  Accepted: 09 May 2013
  •  Published: 30 June 2013

Abstract

The purpose of this study is to determine whether or not motivational beliefs and self-regulated learning strategies are significant predictors of high school students' reading performance. The sub-scales used for the motivation scale were intrinsic goal orientation, extrinsic goal orientation, task value, and self-efficacy for learning and performance; while the sub-scales for the cognitive learning strategies were cognitive strategies (rehearsal, elaboration, organization, critical thinking) and meta-cognitive self-regulation (planning, monitoring, and evaluating). The study group comprised 107 grade 9 students at Bahir Dar. The instruments employed were questionnaire, interview and tests; therefore, both qualitative and quantitative methods were applied to analyze the data. The results showed that only students' cognitive strategies were significant predictors of high school students’ reading performance.

 

Key words: Self-regulation, cognitive strategies, motivational components, meta-cognitive self-regulation, self-regulated learning strategies.