Exploring the relationship between EFL college students’ self-regulated behaviors and academic achievement in English subjects
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This study aims to investigate the relation between self-regulated behaviors and academic performance in English subjects among college students studying English as a Foreign Language (EFL). A total of 59 students taking liberal arts English courses participated. For students' self-regulation scores, this study used Miller and Brown's (1991) self-regulation questionnaires with seven steps. The scores of English subjects taken by students were used to correlate self-regulation scores with students' academic results. For analysis, descriptive statistics were conducted to extract the students' self-regulation scores, and a t-test was conducted to see gender differences in self-regulation scores. Additionally, a correlation analysis was conducted to find out the relationship between self-regulation scores and grades of English subjects. According to the results, the students' self-regulation scores were not very high with an overall average of 3.411, and female students showed higher scores (t-value, -2.20, sig. 032) in Evaluation among seven steps for self-regulation scores. There was no significant correlation between students' self-regulation scores and grades, except that there was a very low correlation between Receiving and Implementing among seven steps
Abstract
This study aims to investigate the relation between self-regulated behaviors and academic performance in English subjects among college students studying English as a Foreign Language (EFL). A total of 59 students taking liberal arts English courses participated. For students' self-regulation scores, this study used Miller and Brown's (1991) self-regulation questionnaires with seven steps. The scores of English subjects taken by students were used to correlate self-regulation scores with students' academic results. For analysis, descriptive statistics were conducted to extract the students' self-regulation scores, and a t-test was conducted to see gender differences in self-regulation scores. Additionally, a correlation analysis was conducted to find out the relationship between self-regulation scores and grades of English subjects. According to the results, the students' self-regulation scores were not very high with an overall average of 3.411, and female students showed higher scores (t-value, -2.20, sig. 032) in Evaluation among seven steps for self-regulation scores. There was no significant correlation between students' self-regulation scores and grades, except that there was a very low correlation between Receiving and Implementing among seven steps
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