Self-Regulation and Language Learning: Exploring the role of Self-regulated Learning Strategies in Behavioural Variable for the English Language Learning of ESL Learners

Abstract

The focus of the current study was to examine the effectiveness of self-regulated learning strategies in behavioural variable when learning English as a second language. Bandura’s (1986) Social Cognitive theory was used to explain how the personal, behavioural and environmental factors impact human functioning. Yet, in the current research study, the focus was given only to the behavioural component of self-regulation, and for the research design, the qualitative case study approach was used. As for the participants, five purposely selected undergraduates were chosen from one of the public universities in Sri Lanka. Data were collected through field notes and interviews, and the collected data were analyzed using qualitative data analysis. The findings indicate that the learners varied in their self-regulatory competence and strategies in behavioural variable. Moreover, the findings and conclusions have significant implications in self-regulation study, social cognitive theory and English as second language classroom teaching. The results of the study also highlight the importance of social support. It is proposed to conduct more exploratory qualitative studies in various contexts for further avenues.