The relationship between self-regulated learning and achievement in english lesson:A meta-analysis study

This paper aimed to examine the results obtained in primary studies examining the relationship between self-regulated learning and achievement in English lesson through meta-analysis. No specific starting date was determined for the literature review, and primary studies conducted until 2024 were included. Based on the inclusion and exclusion criteria, 73 effect sizes obtained from 58 primary studies were calculated. The heterogeneity test (Q(sd=72)=1640.618; I2=95.611) indicated the random effects model. Analysis demonstrated a moderate relationship between self-regulated learning and achievement in English lesson ( =0.327, 95% CI [0.263-0.388], p<0.000). Publication bias was tested with Rosenthal Fail-Safe N, Orwin Fail-Safe N, Egger Regression Test and Begg and Mazumdar Rank Correlation, and no publication bias was detected. Moderator analysis was conducted to reveal the possible sources of the heterogeneity. Thus, publication year, place of publication, publication type, education level and language skill area were determined as possible moderators. The findings showed that the studies conducted in 2024 had the highest correlation. The relationship between self-regulated learning and achievement in English lesson was found to be higher in studies conducted in Turkey. The lowest correlation was found in doctoral theses. The lowest correlation between self-regulated learning and achievement in English lesson was in university and the highest level was in secondary school according to education level moderator. The highest correlations were found in reading and speaking skills