The use of self-regulated learning strategies by science and technology students in English language learning contexts

Piyarat Pipattarasakul

Ph.D. Candidate

Department of Applied Linguistics, Faculty of Liberal Arts

King Mongkut University of Technology, Thonburi, Bangkok, Thailand

Wareesiri Singhasiri  

Assistant Professor

Department of Applied Linguistics, Faculty of Liberal Arts

King Mongkut University of Technology, Thonburi, Bangkok, Thailand
Reference to this paper should be made as follows:
Pipattarasakul, P. & Singhasiri, W. (2016). The use of self-regulated learning strategies by science and technology students in English language learning contexts.  Asian International Journal of Social Sciences, 16(3), 75 – 92.

Abstract

This study aims to investigate the degree of self-regulated learning strategies (SRLS) employed by science and technology students in the tertiary level. Academic Self-regulated Learning Scale (A-SRL-S) and teacher diary were used to find the degree of SRLS and explore in depth in terms of the behaviors of using SRLS. Frequencies of SRLS and their concordance information were obtained using AntConc software. The results from the questionnaire revealed that the least SRLS employed by students were goal setting, while the most SRLS used were self-evaluation. Based on observed behaviors, from teacher diary, similarly the students were unlikely to employ goal setting strategies; they however frequently employed the memory strategies in the form of taking notes in class, memorizing and reciting their notes and scripts. The seeking assistance strategies were employed in the form of asking their peers to receive feedback about their performance and searching information using their mobile devices.

Keywords: Self-regulation, Self-regulation learning strategies, Science and technology students