The effect of self-regulated learning strategies instruction on students? English achievement, self-regulated learning strategy use and attitude

This study aims to investigate the effects of English instruction including self-regulated learning strategies on students? English achievement, self-regulated learning strategies use and attitude towards lesson. Pre-test-post-test control group design of experimental method was used in the study. The dependent variables consist of English achievement, self-regulated learning strategies use and attitude towards English. The independent variable of which effects on dependent variables investigated is the English instruction prepared by the researcher based on self-regulated learning. The study has both quantitative and qualitative aspects. In the quantitative part, the data related with the achievement, strategy use and attitude which was provided through measurement devices was used. In the qualitative part of the research, the views of students about English instruction were used.The instruction included the first classes of Furniture and Decoration (23) and Electrical Education (24) departments of Düzce University, Faculty of Technical Education, in 2008?2009 Academic year.Four data collection instruments were used in the study. These were; the Achievement Test, Readiness Test which were prepared by the researcher, Motivated Strategies for Learning Questionnaire (MSLQ) and English Attitude Scale.The following findings were obtained after eight weeks of English instruction which was integrated with self-regulated learning strategies: English achievement of the sample group increased significantly depending on the instruction integrated with self-regulated learning strategies. There was no statistically significant difference between control and sample groups both in general and sub-dimensions of Motivated Strategies for Learning Questionnaire (MSLQ). No significant difference was found in the points of English Attitude Scale between control and sample groups.The views of sample group students about the self-regulated learning instruction were investigated under categories. The first category included their views about learning strategies and they stated that these strategies were effective, they provided the permanence of knowledge and integrity of the course, prevented forgetting previous knowledge and helped to form sentences. Under metacognition, goal setting, time, study and effort management strategies, the students informed that; these strategies were effective to learn English, to notice learned material and to transfer it to social life, to increase interest toward lesson, to acquire self-esteem, to work regularly by planning, to be persistent in goal orientation and to be responsible. In the category of peer interaction and help seeking strategies they stated that the lesson was easier and fun, they gained the habit of working with a group and they were directed in the right way. Under the category of motivation strategies, the students expressed their positive opinions about the increase of interest toward lesson, self-efficacy, learning beliefs and attitude toward test taking. The last category included basic skills and students implied positive effects about learning vocabulary, speaking, forming sentences, comprehension and translation skills.Key Words: Self-regulated learning strategies, English instruction, English Achievement, Attitude