Self-regulated learning strategies in English language degree students, El Salvador

Abstract

This descriptive quantitative study aimed to determine the self-regulation strategies and their levels among students in the English Degree and the Bachelor of Science in Education with a specialization in English Language, as well as their general application in studying and completing assignments. Students were surveyed about aspects of the three components of selfregulation: cognitive, motivational, and metacognitive. Additionally, they were asked about their self-evaluation capability for completing assigned tasks in their subjects. The results reveal that students possess self-regulation abilities, with most of these at an intermediate level, while others are at a basic level. It is reported that, in general, students do not achieve a higher level in the application of self-regulation strategies. It is therefore recommended to continue applied research by teaching student’s self-regulation and subsequently evaluating their learning and self-regulation levels.