Self-Regulated Learning Strategies: A Survey Study of English Language Learners at Undergraduate Level in Aligarh Muslim University

Abstract

The purpose of this survey study was to investigate self-regulated learning strategies adopted by English language learners at undergraduate level in A.M.U during the academic year 2014. The subjects were forty students studying in Compulsory English Classes at the undergraduate level in A.M.U. These students selected belonged to different backgrounds with Linguistics, Communicative English or Arabic as their main subject in Graduation. The purpose of the survey was to find most and least frequently used self-regulated learning strategies used by the English students. An instrument used in this survey study was a 32-item questionnaire adapted from O'Malley and Chamot's (1990) taxonomy for self-regulated learning strategies. The data was analyzed by using frequency, percentages, and means. The mean score indicated that Socio-Affective strategies such as Self Talk and Asking for clarification contribute most to the learning process of undergraduate English language learners in A.M.U. And the least frequently used strategy was the use of Auditory Representation in the Cognitive strategies. These findings will be advantageous to teachers to develop effective language teaching and to provide students with learning