عنوان

Investigating Self-regulated Learning Behaviors that Saudi Female English Language Learners Hold and Its Relationship to Their Literacy Learning

TLpq2234294110

انگلیسی

Investigating Self-regulated Learning Behaviors that Saudi Female English Language Learners Hold and Its Relationship to Their Literacy Learning

[Thesis]

Alzahrani, Hind

Driscoll, Dana

Indiana University of Pennsylvania

2020

287

Ph.D.

Indiana University of Pennsylvania

2020

This study aimed to investigate the self-regulated learning behaviors that Saudi female English language learners employed while learning the English language. It also attempted to determine the correlation among different variables that measure self-regulated learning and document the most and the least self-regulated learning strategies employed by Saudi female English language learners. Additionally, it aimed to explore the sources Saudi female English language learners use to learn about the self-regulated learning strategies they employ. To achieve this aim, a mixed-method approach, consisting of a survey and an interview, was employed. The survey, The Motivated Strategies for Learning Questionnaire (MSLQ), was adapted from Pintrich's et al.'s (1990) study that was tested and used by many researchers, including Zimmerman. The interview used was adapted from Zimmerman and Martinez Pons's (1986) Self-Regulated Interview Protocol, which provides students with hypothetical learning situations, asking students to discuss their own self-regulated behaviors. Two hundred and forty-seven students have taken the survey and eight participants were interviewed. All participants are Saudi female and English language learners, and their ages range from 18 to 20. To find the results, the survey was analyzed statistically through using SPSS while the interview was analyzed through coding with the help of Nvivo software. The findings revealed that Saudi female English language learners moderately used all the self-regulated learning variables that were examined in this study to varied degrees. It also showed that task value was used more frequently than the other self-regulated learning variables examined in this study. The findings revealed that students rely on the internet, such as Google search or YouTube, very much when they seek information on their own. The results also showed that the resources that Saudi female English language learners learned their self-regulated learning strategies from included personal experience, family, teachers, internet, and peers. Personal experience was the most common source.

English as a Second Language

Womens studies

Alzahrani, Hind

Driscoll, Dana

p

[Thesis]

276903

a

Y