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

Abstract

The purpose of this study was to determine whether or not motivational beliefs and selfregulatedlearning strategies are significant predictors of high school students' readingperformance. The sub-scales for the motivation scale were intrinsic and extrinsic goalorientations, task value, and self-efficacy for students’ reading performance; while the subscalesfor the cognitive learning strategies were cognitive strategies (memorization,elaboration, and organization) and meta-cognitive self-regulation (planning, monitoring, andevaluating). The study included 107 Grade 9 students at Bahir Dar. Questionnaire, interviewand tests were used to gather data. The statistical methods used for analyses were correlationand regression. The data gathered through interview, however, were narrated. The resultsshowed that the students’ use of cognitive strategies was a significant predictor of theirreading performance.